Student perceptions of the classroom environment, student characteristics, and motivation for music lessons at secondary school

The literature suggests that there is often no alignment between student preferences and what and how it is taught in the music classroom. A total of 749 Cypriot secondary school students, aged 12 to 14 years, responded to a survey addressing enjoyment of music, motivation for school music lessons, and perceptions of the music classroom environment. The survey included a questionnaire with six subscales: Involvement, Affiliation, Teacher Support, Task Orientation, Order and Organization, and Rule Clarity. High ratings for Affiliation, Teacher Support, and Rule Clarity suggest that, overall, students’ perceptions of the classroom environment were positive. They were not uniform, but varied on the basis of student characteristics. Girls rated Rule Clarity higher than boys. Younger students tended to rate Task Orientation, Order and Organization, and Rule Clarity higher than older students. Higher-achieving students tended to rate Affiliation and Teacher Support higher. Older boys rated Involvement lower than younger boys, whereas older girls rated Involvement higher than younger girls. It can be inferred that boys experienced a gradual increase in perceived Affiliation as their achievement improved, although the pattern was less consistent for girls. Girls tended to report higher motivation for school music lessons than boys. Motivation was enhanced by classroom environments in which students experienced higher levels of enjoyment of music, engagement, and support from teachers. The findings show that the music classroom environment should be characterized by student engagement, clarity of rules, good organization, clear goals, teacher support, and affiliation between classmates.

Managerial Communication and Frontline Workers’ Willingness to Abide by Rules: Evidence From Local Security Agencies in China

Previous research has studied both rule- and individual-level determinants of rule abidance of frontline workers, but the effect of managerial communication has not been adequately explored. Based on extant literature on street-level bureaucracy, managerial communication, and behavioral public administration, this study develops a novel framework to theorize the relationship between managerial communication and frontline workers’ willingness to abide by frontline rules. The framework highlights that managerial communication could improve frontline workers’ willingness to abide by rules by directly monitoring their behaviors or indirectly increasing their perceived rule clarity and risk of punishment. Moreover, as organizational size increases, the effect of managerial communication on frontline workers’ willingness to abide by rules decreases. The study uses unique data from a 2018–2019 survey covering 94 frontline managers and 717 frontline workers in local security agencies in mainland China to empirically test the hypotheses.

Student’s Perceptions of School Safety

This study examined the relationship of students’ perceptions of school safety and school avoidance related to feeling unsafe with predictor variables: bullying victimization, student/teacher/parent/administration relations, rule clarity and consistency, school physical environment (negative and positive), and student’s belongingness. In a public high school sample ( n = 585), 24.7% of students felt unsafe and 14.4% avoided school due to feeling unsafe during the past month. Being female and experiencing bullying was associated with feeling unsafe. However, after accounting for demographics and bullying victimization, perceptions of safety increased when students reported positive student and teacher relations, consistent rules, a clean school that is also crowded/noisy, and a sense of school belonging. Avoiding school because of safety concerns was related to decreased school belonging and teacher/student relationships, but not bullying. Focusing on enhancing the school climate/environment, facilitating student belongingness, and reducing bullying are ways school nurses can help promote safer schools.

Cross-Validation in Singapore of the Science Laboratory Environment Inventory

This paper reports the cross-validation in Singapore of the Science Laboratory Environment Inventory, which assesses students' perceptions of psychosocial aspects of their science laboratory classroom environments. The sample consisted of 1,592 final year secondary school, i.e., Grade 10, chemistry students from 56 intact classes from 28 randomly selected coeducational government secondary schools in Singapore. This instrument, which has separate forms measuring students' perceptions of the actual and ideal (preferred) learning environment, comprises five scales: Student Cohesiveness, Open-endedness, Integration, Rule Clarity, and Material Environment. The study provided cross-validation support for use in Singapore in either its actual or preferred form and with either the individual student or the class mean as the unit of analysis. Each scale exhibited satisfactory internal consistency reliability, discriminant validity, factorial validity, predictive validity, and ability to differentiate among classes.