Wellbeing in science education: a qualitative exploration of students’ values

BackgroundThe COVID-19 pandemic has led to the shutdown of society and created sudden and long-lasting changes in teaching practices, forcing many nursing students to study remotely at home. These students’ relatedness with their teachers and peers has been limited and mainly online. Several studies have indicated that students’ emotional states and mental health have been negatively affected by the pandemic, representing a serious challenge for many countries. Because they use only digital tools, online students have perceived a decline in teacher and peer support. Likewise, these students have reported feelings of sadness, loneliness, anxiety, and stress, affecting their learning and competence development.AimsTo investigate the associations between peer support, teacher support, emotional state, and perceived competence in nursing students during the pandemic.MethodsThis cross-sectional study collected quantitative survey data from 329 nursing students at a large university in Norway. Structural equation modeling (SEM) was used to test seven associations among peer support, teacher support, emotional state, and perceived competence.ResultsTeacher support had a significant direct effect on perceived competence, while peer support almost had a significant direct effect. However, the emotional state was directly affected by peer support and had a direct impact on perceived competence. Hence, teacher and peer support is important to nursing students’ perceived competence.ConclusionDuring the COVID-19 pandemic, both peer and teacher support can significantly support students’ competence development. Therefore, students should utilize the support of their teachers and peers in a structured manner to bolster their competence development.

This longitudinal study examined the reciprocal relationships among perceived teacher support, peer support, and student engagement in middle school physical education classes. Using a two-wave panel design, data were collected from 477 Chinese middle school students at two time points: Wave 1 (Time 1, T1) in November 2022 and Wave 2 (Time 2, T1) in May 2023, with a six-month interval representing a typical academic semester. This temporal spacing allows for observing developmental changes while minimizing seasonal effects on physical activity patterns. Participants completed validated measures of teacher support, peer support, behavioral engagement, and emotional engagement. Data were analyzed via cross-lagged structural equation modeling to test bidirectional pathways while controlling for grade and gender. (1) Behavioral engagement at T1 positively predicted teacher support (β = 0.22, p < 0.01) and peer support (β = 0.19, p < 0.01) at T2. (2) Emotional engagement at T1 positively predicted teacher support (β = 0.22, p < 0.01) and peer support (β = 0.21, p < 0.01) at T2. (3) Peer support at T1 positively predicted emotional engagement (β = 0.16, p < 0.01) and teacher support (β = 0.14, p < 0.05 for behavioral model; β = 0.17, p < 0.01 for emotional model) at T2. These findings reveal a spillover effect wherein student engagement fosters subsequent social support, and peer support reinforces both emotional engagement and teacher support. The study underscores the importance of pedagogical strategies that promote active learning and peer interaction, such as cooperative activities and student-centered tasks, to create mutually reinforcing cycles of engagement and support.

ABSTRACTThe facilitation of learners' achievement may be enhanced by considering the role of different constructs of positive psychology (PP) such as well‐being and engagement. Besides, there is a widespread belief that self‐efficacy has become an important psychological construct that can affect learners' academic performance. Additionally, the interpersonal connections that learners have with their teachers and peers within the educational setting play a pivotal role in their intellectual development. Several studies have confirmed that both peers and teachers have a significant role in shaping the academic performance of learners. Nevertheless, there is a dearth of empirical research examining the potential relationship between peer and teacher support and its impact on learner engagement (LE), and well‐being with the mediator role of self‐efficacy. Therefore, this research was designed to examine it among 640 students in China. The package of five questionnaires, namely the teacher and peer support, LE, well‐being, and self‐efficacy was administered to collect the data. The results obtained from the structural equation model (SEM) indicated that students who receive higher levels of support from their educators and classmates were engaged more and had high well‐being. Moreover, regression analysis indicated that social (teacher and peer) support was a predictor of both well‐being (β = 0.436, p &lt; 0.01) and engagement (β = 0.666, p &lt; 0.01). Furthermore, social (teacher and peer) support was a strong predictor of efficacy (β = 0.768, p &lt; 0.01). Indeed, self‐efficacy could predict both well‐being (β = 0.446, p &lt; 0.01) and engagement (β = 0.183, p &lt; 0.01). As a result, some suggestions are recommended for teachers, students, teacher educators and other members of the academic community.

This study investigated the impacts of peer and teacher support on perceived technology usefulness and ease of use, and acceptance of computer-mediated collaboration in writing (CMCW) among Hong Kong primary school students, who learn English as a second/foreign language (ESL/EFL). The results showed that class-level peer support had direct and positive impacts on individual-level acceptance of CMCW. However, teacher support did not have direct impacts. Peer support had indirect impacts on acceptance of CMCW through perceived usefulness. Teacher support had indirect impacts on acceptance of CMCW through the mediation of perceived usefulness and ease of use. The findings highlight the importance of teacher and peer support in students’ perceptions towards technology use and acceptance of CMCW. Reasons for the findings and implications for promoting CMCW are discussed.

Math anxiety (MA) is recognized as a heterogeneous and dynamic construct, significantly affecting students' academic performance. Despite its importance, longitudinal studies examining the profiles of MA from multiple dimensions and their transitions remain limited. The study identified distinct MA profiles, controlling for general anxiety, test anxiety and math achievement. It also examined how teacher support, peer support and math attitudes predict changes in MA profile membership, alongside potential gender differences. The sample included 1025 Chinese third graders (Mage = 8.39, SD = .56; 411 girls), assessed four times from third to sixth grade via questionnaires. MA, perceived teacher support, peer support and math attitudes were measured at four time points. Latent transition analysis was used to examine MA profiles while controlling for general anxiety, test anxiety and math achievement, with teacher support, peer support and math attitudes as predictors. Three MA profiles were identified: Low MA profile (LMA), Moderate math evaluation anxiety profile (MMEA) and High math learning, problem solving and teacher anxiety profile (HLPTMA). Higher perceived teacher and peer support increased the likelihood of transitioning from MMEA and HLPTMA to LMA. Positive math attitudes facilitated the shift from MMEA and HLPTMA to LMA. Boys were more likely to shift from MMEA to HLPTMA than girls. The study sheds light on MA profile stability and highlights the crucial role of teacher and peer support and math attitudes in MA changes. These findings underscore the importance of early intervention strategies for managing MA in children.

Efforts to attract and retain women in science are increasing, yet girls and women are persistently underrepresented in science education worldwide, limiting their preparation for, access to, and opportunities in science-related careers as adults. Based on qualitative research conducted in six secondary schools in Tanzania and informed by UNESCO's Ecological Framework for Female Participation in Science, this study explored structural limitations and sustainable alternatives to girls’ participation in science education. The study identified a number of structural limitations, including the dominance of patriarchal ideologies about science, the lack of female science teachers, inadequate resources for science learning and heavy domestic workloads. Similarly, increasing the supply of teaching and learning resources, motivating female students to study science, and raising awareness among students, teachers, parents and community members of the importance of girls’ participation in science education were identified as key sustainable alternatives. Overall, interventions to address cultural and social norms related to gender stereotypes and gender equality in policies, legislation, media and teachers’ pedagogical practices are essential to promote girls’ participation in science education.

Studies have explored strategies to reduce speaking anxiety; however, the role of teacher and peer support in influencing speaking anxiety and proficiency in online settings remains understudied. These issues are particularly significant in online education, where students may experience isolation and decreased interaction, making supportive teaching practices essential. To address this gap, this study aims to investigate how teacher and peer support affect English as a Foreign Language learners’ speaking anxiety and proficiency. A true experimental design was employed, involving 26 students from a private university in Indonesia. Data were collected from speaking test scores and a closed-ended questionnaire administered before and after the intervention. Performed via IBM SPSS 22, the results of the paired sample t-test analysis revealed that learners who received both teacher support and peer support experienced a significant reduction in speaking anxiety, with a large effect size. Additionally, there was a significant improvement in speaking proficiency, with an exceptionally large effect size, highlighting the importance of teacher and peer support in enhancing speaking skills. These findings imply the importance of integrating teacher and peer support in language learning environments, particularly online settings, to foster a supportive and stress-reduced atmosphere that promotes learners’ psychological well-being, their speaking proficiency, and overall language acquisition success.

&lt;div&gt;&lt;table cellspacing="0" cellpadding="0" align="left"&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td align="left" valign="top"&gt;&lt;p&gt;&lt;em&gt;Iron deficiency anemia remains a pressing public health issue among adolescent girls, particularly in Southeast Asia. Despite the implementation of school-based weekly iron-folic acid (Fe) supplementation programs in Indonesia, adherence rates remain suboptimal. This study aimed to examine the association between family, teacher, and peer support and adherence to Fe tablet consumption among adolescent girls in DKI Jakarta Province. A quantitative, cross-sectional study was conducted in December 2024 at SMP Negeri 79 Jakarta. A total of 57 female students aged 12–15 years were selected through purposive sampling, based on their participation in the school-based Fe tablet supplementation program. Data were collected using structured, pre-validated questionnaires assessing levels of social support and adherence to Fe tablet intake, with adherence defined as consuming ≥75% of the recommended dosage over the previous four weeks. Statistical analysis was performed using the Spearman Rank correlation test via SPSS version 25.0, with significance set at p &amp;lt; 0.05 and a 95% confidence interval (CI). The findings revealed that most participants received low family (56.1%) and peer support (59.6%), while teacher support was reported as high in 42.1% of respondents. Only 24.6% of participants were categorized as adherent. Significant positive correlations were observed between adherence and family support (r = 0.724; 95% CI: 0.57–0.84), teacher support (r = 0.555; 95% CI: 0.34–0.72), and peer support (r = 0.677; 95% CI: 0.48–0.80), with all associations statistically significant at p &amp;lt; 0.001. Family, teacher, and peer support are critical determinants of adherence to iron-folic acid supplementation among adolescent girls. Strengthening multi-level social support mechanisms within school health programs could significantly enhance compliance and contribute to the prevention of anemia in this vulnerable population&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt; &lt;/em&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;strong&gt;&lt;em&gt;Keywords: &lt;/em&gt;&lt;/strong&gt; &lt;strong&gt;&lt;em&gt;Iron Folic Acid Supplementation, Adolescent Health, Social Support, Compliance&lt;/em&gt;&lt;/strong&gt;

Suicidal ideation and behaviors within the school context: Perceived teacher, peer and parental support

A person-centered approach to resilience against bullying victimization in adolescence: Predictions from teacher support and peer support

Physical bullying is prevalent among secondary school students in Vietnam, and it is thought that support from peers and teachers may make a significant contribution to lessening the problem in the country. The authors aimed to examine the association between peer support, teacher support, and physical bullying among secondary school students in Vietnam, controlling for age and sex. They also tested the moderation effects of sex on peer support, teacher support, and physical bullying. A multiple linear regression analysis was conducted, using a sample of 482 secondary students between 12 and 15 years old from three secondary schools in a big city in the country. Findings of the study revealed that support from peers and teachers was associated with significant attenuation of physical bullying among the sample in the study. Specifically, the more support from peers and teachers that there was, the less likely it was that the participants would get involved in physical bullying behavior. The findings also indicated that sex did not have the moderation effects on the relationship between peer support, teacher support, and physical bullying in the sample. Results of this study have implications for schools, teachers, and secondary school students.

Research shows that perceived teacher and peer support are essential to self-directed learning. Previous research has also examined the function of self-directed learning of Communication skills among Engineering undergraduates. Yet, there is a paucity of research into the influence of perceived teacher support and peer support in facilitating self-directed learning for the effective development of Communication skills. Thus, this study evaluated the effects of perceived teacher support and peer support on self-directed learning of Communication skills among Engineering students at technical universities in Ghana. This is a quantitative study with a cross-sectional survey design. A simple random sampling technique was employed to choose six technical universities, while a stratified random sampling technique was used to draw the sample sizes from each institution. Data were gathered from 1,189 first-year Engineering students. Multiple regression was used in analysing the data. The results revealed positive effects of teacher support and peer support on self-directed learning. Notwithstanding, the effect of teacher support was much stronger, indicating that teacher support best determines self-directed learning. Thus, it is imperative for teachers to discern the specific teacher activities that elicit favourable perceptions from students, in order to actively improve and refine these activities.

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This qualitative study explored the lived experiences of Grade 11 Technical-Vocational students in learning science at Kapaya National High School, Sultan Kudarat, Philippines. Employing a phenomenological approach, the study examined how environmental and behavioral factors influence students’ engagement with science education. The findings revealed several challenges, including cognitive difficulties in understanding abstract scientific concepts, as well as stress and anxiety linked to academic demands. Despite these barriers, students demonstrated resilience through adaptive coping mechanisms such as time management, peer and teacher support, and self-regulation strategies. Classroom climate and teacher-student interaction emerged as key environmental factors shaping their learning experiences. While students recognized the relevance of science to their vocational aspirations, many expressed a lack of confidence in applying scientific knowledge to their field. These insights emphasize the need for differentiated instructional methods, comprehensive student support systems, and a more inclusive, student-centered learning environment. The study contributes to the limited literature on science education in vocational tracks and underscores the importance of contextually grounded interventions. Its findings aim to inform educational stakeholders in developing responsive policies and practices that enhance both the academic success and personal well-being of Technical-Vocational students.

Given students' perceptions of the chemistry curriculum as abstract and content-heavy, a lack of passion and motivation, as well as a low level of learning satisfaction in chemistry, have become commonplace issues for students. Therefore, increasing students' chemistry learning satisfaction has drawn plenty of interest and attention. Yet, few studies currently exist that explain how to increase students' satisfaction with their chemistry learning from both personal (growth mindset and grit) and environmental angles (teacher and peer support). Thus, this research intends to investigate how these variables connect to students' chemistry learning satisfaction. A total of 1430 tenth graders were involved in the survey. The direct and indirect connections between these variables were evaluated adopting structural equation modeling (SEM). The findings demonstrated that (1) teacher and peer support, grit in chemistry, and growth mindsets in chemistry all held a significant positive effect on students' chemistry learning satisfaction; (2) both (a) growth mindsets in chemistry and (b) grit in chemistry acted as significant mediators between the associations of teacher and peer support with chemistry learning satisfaction; and (3) (a) growth mindsets in chemistry and (b) grit in chemistry held a chain mediating impact on the associations of teacher and peer support with chemistry learning satisfaction. This may help inform chemistry educational practices to develop effective teaching and learning strategies.