The Effect of Student Perception of Negative School Climate on Poor Academic Performance of Students in Indonesia

2020 ◽  
Vol 19 (2) ◽  
pp. 279-291
Author(s):  
Wahyu Nanda Eka Saputra ◽  
Agus Supriyanto ◽  
Budi Astuti ◽  
Yulia Ayriza ◽  
Sofwan Adiputra
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Student Perception ◽  
Poor Academic Performance

scholarly journals School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?

2020 ◽  
Vol 13 (1) ◽  
pp. 68
Author(s):  
Naiara Escalante Mateos ◽  
Arantza Fernández-Zabala ◽  
Eider Goñi Palacios ◽  
Iker Izar-de-la-Fuente Díaz-de-Cerio
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Basque Country ◽  
School Adjustment ◽  
Specific Aspect ◽  
Mediation Model ◽  
Mediating Role ◽  
Resilience Scale ◽  
Climate Scale

Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic performance, it is still unresolved which of the more specific aspects of climate are linked to this performance, as well as the degree to which an individual variable such as resilience can play a mediating role between both; these unknown factors constitute the objective of this study. A total of 731 students (mean age, Mage = 15.20 years; Standard Deviation, SD = 1.62) from the Basque Country participated; they completed the PACE-33 -school climate scale-, the CD-RISC10 -resilience scale- and the EBAE-10 -perceived academic performance subscale-. The full mediation model and the partial mediation model were tested. The results show that the model of choice is that of partial mediation: the resilience mediates the relationship between two specific aspects of the school climate (peer relationship and teachers’ ability to motivate) and perceived academic performance, and a third specific aspect (teachers’ expectations) has a direct relationship with perceived academic performance. These findings highlight the importance of attending to variables specific to the context in which the subject interacts, with the role of the teacher being especially important, in addition to promoting the development of resilience, due to the weight it has on the perception that students have about their school performance.

scholarly journals Visual factors and dyslexia: A research review

2010 ◽  
Vol 69 (2) ◽  
Author(s):  
S. O. Wajuihian ◽  
K. S. Naidoo
Keyword(s):  
Academic Performance ◽  
Causal Relationship ◽  
Research Review ◽  
Future Research ◽  
Eye Care ◽  
Psychological Literature ◽  
Poor Academic Performance ◽  
The Relationship

Eye care professionals have long been involved with vision and learning, and receive referrals from teachers, psychologists and other professionals who seek advice about whether vision problems may contribute to, or be responsible for, poor academic performance.  This is particularly the case when dealing with the relationship between vision and dyslexia, which has been a subject of controversy in optometric, ophthalmologic, educational and psychological literature. Ophthalmologists and optometrists in particular, hold different views on the association of dyslexia and vision, and there has been much debate regarding any causal relationship between them.  The results of studies that investigated the vision functions in dyslexic populations remain inconclusive.  This review is intended to provide an overview of studies to date and makes recommendation to guide future research.  (S AfrOptom 2010 69(2) 58-68)

scholarly journals The Current Situation, Characteristics, and Countermeasures of the Verbal Abuse to Students by Elementary School Teachers: An Empirical Study of Four Provinces and Cities in China

2020 ◽  
Vol 6 (1) ◽  
pp. 739-752
Author(s):  
Qiran Wang ◽  
Yang Li
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Teachers ◽  
Negative Impact ◽  
Psychological Trauma ◽  
Verbal Abuse ◽  
Occurrence Rate ◽  
School Teachers ◽  
Poor Academic Performance ◽  
The Government

The negative impact of the verbal abuse on student by the elementary school teachers is a big issue. A total of 416 students from four provinces and cities in China were enrolled in this study. We found that the occurrence rate of the verbal abuse by elementary school teachers was not high, whereas it still caused psychological trauma to students once happened by manifesting as the frustration of learning efficacy, self-confidence and interrelationship. Regarding the causes, student’s poor academic performance was the major reason, and it was significantly related to students’ gender, i.e., male students who had poor academic performance were far more vulnerable to be verbally abused by their teachers. Further, the study also found that students who were verbally abused by teachers were more easily bullied at school. The findings suggest that the government and schools should take joint measures to clarify the specific boundaries of teachers’ verbal punishment to students and standardize their verbal behavior to get teachers respect and care for students and create a healthy learning environment.

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