climate perceptions
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2022 ◽  
Vol 9 (2) ◽  
pp. 277-302
Author(s):  
Emrullah Deniz ◽  
Hilal Kazu

The aim of this research is to examine the relationships between social media attitudes, school climate perceptions and level of alienation of students studying in secondary schools. In the 2018-2019 academic year, 418 students from various secondary schools in Mardin participated in the study. Descriptive statistics and structural equality model were used in the analysis of the data. As a result of the research, it was determined that the level of alienation variable is positively affected by sharing needs, social isolation and safe learning environment; the safe learning environment variable is negatively affected by the social competence variable while it is affected positively by the social isolation variable. Besides, the safe learning environment as a mediator resulted in negative effects between the need for sharing and alienation, positive ones between social isolation and alienation, negative ones between social competence and alienation, and finally negative effects between relationships with teachers and alienation. According to the results, it can be stated that creating a supportive school climate for students in educational settings will reduce students’ tendency to use social media networks and prevent them from becoming alienated by making more friend. Keywords: alienation, social media, school climate, structural equality model


2021 ◽  
pp. 1-6
Author(s):  
Kim Quaile Hill ◽  
Patricia Ann Hurley

ABSTRACT We demonstrate how men and women political scientists in PhD-granting departments perceive the professional climates there. We find remarkable differences in how men and women perceive the “cultural” climates of their departments, such as the degree to which it is sexist, but not in how they perceive strictly collegial aspects of climate. We also demonstrate that these patterns characterize the perceptions of men and women at both junior and senior ranks. Contrary to some past research, we also find that climate perceptions do not have a general effect on faculty research productivity. Further, perceptions of high departmental sexism by women scholars does not degrade their research productivity.


2021 ◽  
Vol 4 (3) ◽  
pp. 715-728
Author(s):  
Muhammad Waqas ◽  
Ch. Abdul Rehman ◽  
Muhammad Rafiq

Employee green behavior is a kind of environmentally friendly working environment that forms a key foundation for the execution of a company's current plan for sustainable growth. How does the pro-environmental attitude of an employee affect how they do their activities? We investigated the connection between the pro-environmental attitudes and employee green behavior and the functions of encouraging motivational states and green work climate perceptions in order to obtain an answer to this issue. The results show that the employee green behavior of employees was favorably linked and mediated by controlled and autonomous motivations with environmental views. Furthermore, this research found that green work climate perceptions have moderating role on both controlled and autonomous motivations. Finally, we examine the theoretical and practical implications of our results.


Author(s):  
Luisa Molinari ◽  
Valentina Grazia

AbstractThis study, conducted with a person-oriented approach, aimed to assess whether students who are positively engaged in school activities and daily practices perceive their school climate differently from students who feel distant and less engaged in school. To achieve this aim, by means of a Latent Profile Analysis with the 3-step approach, we first identified student profiles on the basis of their levels of school engagement and burnout, and then verified whether the school climate perceptions differed for the various profiles. The study involved 1065 Italian middle-school students (49% females, Mage = 11.77). School climate perceptions were assessed with the Multidimensional School Climate Questionnaire. Multidimensional measures were used for student engagement and school burnout. Four student profiles, labelled Cynically disengaged (5.9%), Moderately disengaged (21.6%), Peacefully engaged (46.1%) and Tenseley engaged (26.4%), were identified. The first two profiles involved low levels of engagement and high levels of cynical burnout, with the former showing more extreme scores. The other two profiles depicted engaged students, with the latter also revealing feelings of pressure and disillusion. The four profiles differed in their school climate perceptions, with the Peacefully engaged students reporting the highest scores and the Cynically disengaged students embodying the most critical perceptions. The study’s educational implications are discussed.


Author(s):  
Lisa M. Soederberg Miller ◽  
Jennifer L. Falbe ◽  
Timo E. Rico ◽  
Gwen M. Chodur ◽  
Leslie C. Kemp

Author(s):  
Carla Chicau Borrego ◽  
Diogo Monteiro ◽  
Alex J. Benson ◽  
Mauro Miguel ◽  
Eduardo Teixeira ◽  
...  

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