Effects Of School Environment Research Articles

The Effects of School Environment on Student Aggressive Behavior: A Comprehensive Review

The Effects of School Environment on Student Aggressive Behavior: A Comprehensive Review

The Effects of School Environment on Student Aggressive Behavior: A Comprehensive Review

The Effects of School Environment on Student Aggressive Behavior: A Comprehensive Review

Pengaruh Hubungan Interpersonal Guru-Siswa Dan Lingkungan Sekolah Terhadap Motivasi Belajar Siswa Di SMK Negeri 1 Banyudono

This research aims to determine: 1) the effect of teacher-student interpersonal relationship on learning motivation, 2) the effect of school environment on learning motivation and 3) the effect of teacher-student interpersonal relationship and school environment on student learning motivation at SMK Negeri 1 Banyudono. This research is quantitative research with a correlational method. The subject of this research is students of SMK Negeri 1 Banyudono. The sampling technique used on this research is stratified random sampling. Data collection technique using a questionnaire. The instrument validation technique used on this research is validity test and reliability test. Data analysis includes classical assumption tests, such as normality tests, linearity tests and multicollinearity tests and there are hypothesis tests such as t-test, F-test, coefficient of determination, multiple regression analysis, effective contribution and relative contribution. The results of this research are: First, that there is a positive and significant influence of the teacher-student interpersonal relationship variable on student learning motivation at SMK Negeri 1 Banyudoni. This is evidenced by the value of Tvalue > Ttable 6.67 > 1.98 and a significance value of <0.05. So H0 is rejected and H1 is accepted. Second, it was found that there was no significant influence of school environmental variables on student learning motivation at SMK Negeri 1 Banyudono but the results still showed in a positive direction. This is proven by the significance value of the school environment of > 0.05 and the T value of 0.56 < T table of 1.98 so that H0 is accepted and H2 is rejected. Third, there is a positive and significant influence of teacher-student interpersonal relationship variables and the school environment together on student learning motivation at SMK Negeri 1 Banyudono. This is evidenced by the results of the F test with a F value of 34.75 > 3.09 F table with a significance level <0.05. So H0 is rejected and H3 is accepted. The results of multiple linear regression analysis show a coefficient of determination value of 0.438, where teacher-student interpersonal relationships and the school environment together influence student learning motivation by 43.8%. While the remaining 56.2% is influenced by other factors. Teachers should be active in participating in communication competency training in order to improve teacher-student interpersonal relationships and teachers pay more attention to all students.

Effects of school environment on depression among Black and White adolescents.

While the school environment is critical for adolescents' psychological development, how the school environment influences depression among different racial groups has not been fully explored. This study aims to identify the effects of the school environment (school connectedness, school climates, trouble with peers and teachers) on depressive symptoms among Black and White adolescents. It also compares how the effects of school environments differ between Black and White adolescents. This study analyzed wave 6 of the Fragile Families and Child Well-being Study, a longitudinal birth cohort study in 20 major cities across the United States. Almost three-fourth (73.39%) of the adolescents were Black, and 26.61% were White. About half (50.46%) of the adolescents were females, and the mean age of adolescents was 15.39. Multiple regression analysis showed that higher school connectedness and less frequent troubles with teachers were associated with lower depression among Black adolescents. In contrast, only school connectedness was associated with depression among White adolescents. Higher school connectedness was associated with lower depressive symptoms for both Black and White adolescents. However, the magnitude of the effects of school connectedness was found to be statistically weaker among Black adolescents. These findings suggest a need for creating a racially equitable school environment that makes every student feel more connected to their schools, especially Black students.

The Influence of the School Environment on Character Form Students in PKN Lessons

This study aims to examine the influence of the school environment on the formation of children's character in citizenship education subjects at SDN N0.14 Pajo. Where the school environment is a place or place for children to be guided in all aspects, morals, knowledge, and skills. These things are seen as very important to be fostered by students in the school environment. This type of research is descriptive qualitative research by selecting class V as a sample and 2 informants who are considered to have knowledge and information about the problems studied, namely the Effect of School Environment on the Character Building of students at SDN N0.14 Pajo. Data collection uses descriptive qualitative research methods in the form of: Observation and Documentation, as well as in-depth interviews with informants. In this study, the researchers got quite good results, where the results showed that the influence of the school environment on the formation of children's character, by interviewing informants who were seen from the aspect of the influence of educators, students, canteens, classrooms and playing fields. Meanwhile, educators and students both have a greater positive influence on their presentation compared to the slightly negative influence that exists on the formation of student character.

Effects of School Environment, Classroom Instruction, and Self-efficacy on Chinese Students’ Motivation for Oral English

In this study, we examined the relationships among students’ self-efficacy of oral English competency, oral English environment in college, English class instruction, and motivation. The participants were 1,045 non-English-major freshman and sophomore students from a tier-one university in central China. Hypotheses were tested with a structural equation model (SEM), which controlled for gender, age, major, the score of English college entrance examination, and extra time spent on oral English learning. The overall model yielded a good fit with the data (CFI = .95, TLI = .94 RMSEA = .05, and χ2(230) = 796.50, p< .01). The results showed that students’ self-efficacy positively mediated the effects of college oral English learning environment in predicting students’ oral English motivate on. The significant positive effects of the environmental and instructional factors on motivation via self-efficacy suggest that students will benefit from school activities and instructional approaches that foster their expected English learning goals. Policy recommendations to motivate university students in English-foreign-language contexts are provided based on the findings.

아동이 지각하는 학교 환경 및 자아존중감과 행복 간의 관계

The purpose of this study aimed to investigate the relationships between perceived school environment, self-esteem, and happiness of children and identify mediating role of self-esteem in the effect of school environment on happiness. This study used the 10th data of The Panel Study on Korean Children (PSKC). The participants were 326 males and 307 females. The results are as follow. First, the perceived physical school environment was partially associated with children’s self-esteem and happiness. Perceived psychological school climate was associated with children’s self-esteem and happiness. Also, children’s self-esteem was associated with their happiness. Second, children’s self-esteem partially mediated the effects between psychological school climate and happiness. However, self-esteem fully mediated the effect between physical school environment and happiness. These results suggest the importance of promoting self-esteem and creating a warm and supportive school to enhance children’s happiness.

The Effect of School Environment and Extrinsic Motivation on Teacher Performance

The school environment is a physical and non-physical situation that occurs within the purview of the school. The school atmosphere is assisting instructors in developing motivation. As a result, the purpose of this study was to prove hypotheses regarding the effect of the school environment and extrinsic motivation on teacher performance. The quantitative descriptive approach was employed in the implementation of this research. The population is 125 persons, with 30 people serving as a trial sample and 95 people serving as the study's main sample. Data was collected through questionnaires, observations, and documentation approaches. In this study, data were analyzed using inferential statistics such as simple correlation tests, multiple correlation tests, t-tests, and f-tests Ogan Komering Ilir Regency, Jejawi District. According to the findings of the study, the school environment and extrinsic motivation have an impact on the performance of State Junior High School teachers in Jejawi District, Ogan Komering Ilir Regency, both partially and concurrently.

Effect of School Environment on the Academic Achievement of Students

In the present research paper, the effect of the school environment on academic achievement has been studied. It was found from the study that the influence of the school environment directly affects the achievement motivation and academic anxiety of the students. The study investigated the effects of several types of environments on students. It also unfurls some facts in special concern to the school environment and the aptitudes, attitudes of the students. Further, the study explores whether high facilities are required for the academic achievement of the students. The specific role of motivation, aspiration, level, attention of parents, mental health, school environment of urban and rural schools, the medium of instruction and gender, etc. Key Words: motivation, performance, environment, anxiety, school.

EFFECT OF SCHOOL ENVIRONMENT IN DEVELOPING LANGUAGE CREATIVITY AMONG ADOLESCENTS AMIDST LINGUISTIC DIVERSITY

Man is the best creation of God. Since the ancient times, there are countless changes and developments in each sphere of life. Education is the most relevant field in which significant changes and modifications have been occurred and still occurring. Students are the best receivers who carry over the effects of these changes and new trends. During the life of a student, the period of adolescence is the most crucial and remarkable one. The type of influences, the school environment and other variables, related to education puts on them, constructs their personality. In this competitive world, where so many languages are spoken and exchanged by the people of the world, it is highly and urgently needed to develop language creativity among adolescents so that they may not feel isolated and neglected whenever they have to face such situation. In such conditions, the responsibility of school is really challenging. The factors like environment of school, attitude of teachers, interaction with students, teaching methodology, rapport with students, dedication of students as well as teachers towards learning new techniques and moreover, efforts of teachers in developing language creativity amidst linguistic diversity all these put remarkable effect. In this paper, the effect of school environment in developing language creativity among adolescents amidst linguistic diversity is discussed.

School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

The effects of school environment on learning outcomes

The school environment is one of the learning resources that can obtain quality learning processes and outcomes for students. This study purpose: 1. analyze the effects of school environment advantages as a learning resource on affective learning outcomes; 2. analyze the effects of school environment advantages as a learning resource on psychomotor learning outcomes; 3. analyze the effects of school environment advantages as a learning resource on cognitive learning outcomes. This type of research is a quasi-experiment with a nonequivalent control group design. The determination of the research sample was carried out using the purposive sampling technique. The data were collected by testing the affective, psychomotor, and cognitive learning outcomes and analyzed by analyzing covariances. The study results indicate that the advantages of the school environment as a learning resource have an influence on learning outcomes in the affective, psychomotor, and cognitive aspects (p < 0.05).

The Effects of Principal Support on Teachers’ Professional Skills: The Mediating Role of School-Wide Inclusive Practices and Teacher Agency

ABSTRACT The present study focuses on the relationships between principal support, school-wide inclusive practices, teacher agency, and teachers’ professional skills in the Chinese context of inclusive education – Learning in Regular Classroom. Data were collected from 1,676 primary and junior high school teachers in China. Results of structural equation modelling demonstrated that principal support had a significant effect on teachers’ professional skills; the chain mediating role of school-wide inclusive practices and teacher agency on the relationship between principal support and teachers’ professional skills was also significant. These results suggest the direct and indirect roles of school principal in promoting inclusive education teachers’ professional skills. The results also highlight the significant effects of school environment on inclusive education teachers’ professional development. We consider implications for practice at the end of the paper.

The Moderating effects of school environment between motivation and academic attitudes in high schools: Focusing on satisfaction level of learning facilities, teacher professionalism and class atmosphere

The Moderating effects of school environment between motivation and academic attitudes in high schools: Focusing on satisfaction level of learning facilities, teacher professionalism and class atmosphere

The effect of school environment on physical activity volume and physical fitness of highschool girls

The effect of school environment on physical activity volume and physical fitness of highschool girls

Effects of school environments on student risk-behaviours: evidence from a longitudinal study of secondary schools in England

BackgroundThe theory of human functioning and school organisation proposes that schools with rigid ‘boundaries’ (weaker relationships), for example, between staff and students, or learning and broader development, engender weaker student...

School Environmental Effects on Academic Achievement in English Subject at Secondary Level in District Rawalpindi, Pakistan

Objective: To find out the effects of school environment on academic achievement in English subject at secondary level in Pakistan. Methodology: Sample comprised of 448 respondents which include 28 school heads, 140 teachers teaching English to secondary classes and 240 students of 10th class of Rawalpindi district. Three types of questionnaire, one for each respondent were developed and validated before actual data collection. For measuring students’ achievement, a test in the subject of English was administered. Data were analyzed in the form of percentages, averages and Pearson’s Correlation Method. Findings: It was found that most of the school buildings were not properly equipped with necessary physical facilities. Audio visual aids were not properly utilized in all the sample schools. It was concluded that there was no relationship between the school environment and students’ achievement in English subject at secondary level. Improvements: The better physical environment may be provided to the secondary level educational institutions. Discipline may properly be maintained in the secondary schools. Keywords: Academic Achievement, Pearson Correlation, Physical Facilities, School Environment, Secondary Level, Test

Effect of School Environment on the Development of Students' English Language Skills at Secondary School level in Khyber Pakhtunkhwa

Current study aims to perceive the institutional factors accountable for the low standard of teaching of English which may not develop effective English Language skills of the learners at public secondary level in southern districts of Khyber Pakhtunkhwa. Two main variables are focused i.e. teaching strategies and school environment. These were considered regarding the weak English Language skills of all the students of Secondary Schools session 2016-17 in Southern districts (Lakki Marwat, Bannu, Tank, D.I.Khan, Kohat, and Karak) of Khyber Pakhtunkhwa, Pakistan. The total population was 120,885 students and 1% as its sample through stratified random disproportionate sampling technique. Sample included 1208 respondents i.e. (n = 604 students male (302urban plus 302 rural and n = 604 female students (302 urban plus 302 rural) from schools through simple random sampling technique, following rule of thumb, Dr. John Curry (1984).Mean and Standard Deviation were used as statistical measures. The results showed that the teachers do not adopt modern teaching strategies and the tough, raucous and crowded environment was provided in the schools.

중학교 기초학력 미달률에 미치는 학교환경과 교장공모제의 효과1)

중학교 기초학력 미달률에 미치는 학교환경과 교장공모제의 효과1)

The Effect of School Environment on the Awareness of the Human Rights Perception of Middle & High School Students

The Effect of School Environment on the Awareness of the Human Rights Perception of Middle & High School Students