Abstract
The study aims to determine elementary and middle school students’ school attitudes. A school attitudes measurement tool was used in the study. The participants of the study comprised 410 students. The results of the current study show that willing participation in school activities affects school attitudes. The results also show that with increasing grade level, the rate of willing participation drops. It was also found that there is a significant correlation with participation in extracurricular activities. The school attitudes mean score of students willingly participating in extracurricular activities is significantly higher than that of students participating involuntarily.
Highlights
Whether our children are happy at school is one of the important questions for families and relatives from the first days of school
In addition to these factors affecting school attitudes, the current study looked at the relationship between grade level and school attitudes and the effects of extracurricular activities and willing participation in these activities on school attitudes
It was found that 91.8% of 4th graders, 75.9% of 5th graders, 78.5% of 6th graders, 66.7% of 7th graders and 56.8% of 8th graders willingly participated in extracurricular activities. These findings show that the highest rate of participation in extracurricular activities belongs to the 4th graders, while the lowest rate of participation belongs to the 8th graders
Summary
Whether our children are happy at school is one of the important questions for families and relatives from the first days of school. It has been a matter of concern whether the child communicates with friends, whether they are alone at school and in the classroom, and whether they like their teachers. School attitudes are not limited to the learning environment of the class but are related to the school environment (Şeker, 2013). School attitudes are related to in-school factors such as instruction and the classroom atmosphere, they should be viewed as a combination of factors such as family, peer groups, out-of-school factors and other factors (Şeker, 2013)
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