School Environmental Factors Research Articles

Beyond Games: Unspoken Challenges of Pre- Service Physical Education Teachers – A Pilot Study

Studies on teacher preparation highlight the importance of practical experiences such as internships in adequately preparing pre-service teachers for the demands of the profession. However, there has been a lack of focus on the specific difficulties encountered by pre-service physical education (PE) teachers during internships. This study utilized qualitative methods to examine the specific obstacles encountered by eight pre-service physical education teachers while completing their internships at private secondary schools in the northern region of the Philippines. Through thematic analysis of weekly reflective journals, four main themes were identified: personal well-being and emotional strain, classroom management and student interactions, instructional practices and pedagogical challenges, and school environment and institutional factors. The results emphasize the importance of integrating well-being strategies into PE teacher education programs, improving PE-specific classroom management training, and promoting stronger partnerships between universities and schools to offer consistent support, resources, and practical experiences for future teachers navigating the complexities of the PE teaching environment. These findings contribute to a deeper understanding of the experiences of pre-service PE teachers and provide practical suggestions for enhancing teacher preparation and support systems.

Assessment of academic burnout among undergraduate medical and health sciences students: a survey study from the United Arab Emirates

PurposeThis study aims to assess the prevalence of burnout among undergraduate medical and health science students and to identify the factors associated with its development.Design/methodology/approachA cross-sectional study was conducted involving students from Ras Al Khaimah Medical and Health Science University. The Maslach Burnout Inventory-Student Survey was used to evaluate three subscales of burnout. Ethical considerations were met, and informed written consent was obtained from participants. Bivariate and multiple logistic regression analyses were conducted to examine the relationship between demographic, personal and school environment factors and burnout.FindingsOut of 453 students surveyed, the majority were females (74.8%) aged 18–20 years (60%). Significant levels of burnout were reported, with emotional exhaustion, depersonalization and reduced personal accomplishment affecting over half of the participants (69%). Factors such as being in the clinical years, long-distance commuting challenges and involuntary college selection were identified as predictors of burnout.Research limitations/implicationsWhile the study provides valuable insights, limitations may include the specific context of the university and potential biases in self-reported data.Practical implicationsThe findings underscore the importance of raising awareness, maintaining work-life balance and implementing coping strategies to support student well-being and foster a positive learning environment. Suggestions include time management and seeking guidance from mentors or mental health professionals.Originality/valueThis study contributes to the understanding of burnout among medical and health science students, especially within the unique context of the United Arab Emirates, given the convergence of students from diverse nationalities and cultural backgrounds.

Factors that Affect Mental Health in Adolescents: A Literature Review

Adolescence is a critical period in individual development marked by various physical, emotional, and social changes. Mental health at this age is very important because it can affect development and quality of life in adulthood. This research aims to identify and analyze factors influencing adolescent mental health through a literature review. The method used in this literature review is literature analysis from several international databases such as Scopus, Science Direct, PubMed, and Google Scholar. The results of the literature review show that adolescent mental health is influenced by various factors, including individual, family, school environment, and social factors. Individual factors include genetics, personality, and traumatic experiences. Family factors include family dynamics, parental support, and economic conditions. School environmental factors include academic pressure, peer relationships, and teacher support. Meanwhile, social factors include social media, community environment, and access to mental health services. This literature review found that the interaction between these factors plays an important role in shaping adolescent mental health. Strong social support, a stable family environment, and access to adequate mental health services can contribute positively to adolescent mental health. Conversely, high academic pressure, experiences of bullying, and lack of social support may be significant risk factors.

Factors Associated with Bullying in Adolescents: a Literature Review

Background: Bullying is deliberate and repeated aggressive behavior toward another person in which there is a real or perceived power imbalance, and the victim of bullying feels vulnerable and powerless to protect himself. Objective: To determine the factors associated with bullying in adolescents. Methods: This article is a literature review of research articles conducted by summarizing and analyzing related articles. The search method used three electronic databases, namely Science Direct, Willey, and Pubmed with the keywords bullying, adolescent, factors and mental health. The inclusion criteria for writing were free English articles for the last 5 years, adolescent research samples, quantitative research, full text articles, relevant related articles, and original articles. Results: There were nine articles that met the inclusion criteria. The findings showed that there are various factors associated with bullying in adolescents. Conclusion: This study found that bullying in adolescents is influenced by individual, family, peer, and school environment factors. A holistic approach with interventions at multiple levels is needed to create a safe and supportive environment for students.

School environmental factors, pupils’ characteristics, and academic performance: The case of junior high school pupils of the Krachi west district of Ghana

BackgroundData suggest that Ghana has made significant improvements in the educational system, resulting in some accomplishments. Nonetheless, pupils’ academic performance at the junior high school level and in the Basic Education Certificate Examination (BECE) remains poor nationally. Some factors have been identified to influence poor academic performance in some parts of Ghana, but none in the Krachi West district. Thus, it has become imperative to determine the local factors accountable for this trend and identify the most appropriate localised solutions. Materials and methodsAn embedded research design was employed to ascertain the influence of pupils’ characteristics and school environment factors on academic performance. In all, 361 participants (325 BECE candidates, 12 teachers, 12 head teachers and 12 PTA/SMC Chairpersons) were selected using cluster sampling, simple random and purposive sampling across 12 schools in the district. The academic performance of pupils was assessed using scores from six (6) subjects in the standardised district-level mock examination. ResultsBased on the examination scores, half of the pupils performed poorly in the six subjects. Even though from the quantitative study, pupils’ characteristics had no significant influence on academic performance, school location (β = −3.29, p < 0.01), school type (β = 1.15, p < 0.01), and school environmental factors (β = 0.807, p = 0.024) were significant predictors of academic performance in the district. Pupils in private schools were thrice more likely to achieve average academic performance than pupils from public schools (OR = 3.2, CI = 1.06–9.47). Also, schools with good environmental factors were twice as likely to have average academic performance than schools with poor environmental factors (OR = 2.2 CI = 1.11–4.52). ConclusionWhile school environment factors and pupil characteristics have a relationship with academic performance as suggested by the ecological theory, it was established in this study that only school location, school type and school environment factors were the significant predictors of academic performance in the Krachi West District. Therefore, education stakeholders need to consider these predictors when coming up with integrated but local strategies to improve pupils’ academic performance in that district.

THE INFLUENCE OF SCHOOL ENVIRONMENT ON THE FORMATION OF RELIGIOUS VALUES IN MAN 1 MOJOKERTO

This study focuses on Madrasah Aliyah Negeri (MAN) 1 Mojokerto, to understand how the school environment, particularly student’s perceptions, plays a role in shaping their religious values. A survey method with questionnaires was used to collect data from students in grades X, XI, and XII at MAN 1 Mojokerto. Data analysis was conducted to identify school environment factors that influence the formation of student’s religious values. The results showed that the school environment has a significant role in shaping student’s religious values, which is influenced by religious education policies that support comprehensive and meaningful religious education, a religious curriculum that is relevant, interesting, and encourages understanding and practicing religious values, a school social environment that is conducive to learning and discussing religious values, and the role of teachers and staff who are role models and provide good examples in practicing religious values. This research confirms that the school environment has a strong impact on the formation of student’s religious values. The results of this study make an important contribution to understanding the process of forming religious values in the school environment and opening up the possibility of religious values formation.

The Role of PAI Teachers in Embedding the Value of Wasathiyah Islam in Students of Al Madinah Islamic Primary School

Teachers have an important responsibility to guide students in understanding and practicing moderate Islamic teachings. The author explores various strategies and methods used by teachers in the learning process, as well as their impact on the formation of student character. Apart from that, it also reviews the challenges faced by teachers in implementing the Wasatiyah approach amidst the complexity of the school environment and other factors. This research provides in-depth insight into how Islamic Religious Education teachers can effectively play their role in instilling Wasatiyah values at the primary education level.

Tinjauan Faktor Penyebab Daya Tangkap Rendah pada Siswa dalam Proses Pembelajaran di SMP Negeri 35 Medan

In a teaching and learning process, the level of understanding of a student is very important to the learning material delivered by the teacher in order to achieve the success of the teaching and learning process. If students are unable to understand or find it difficult to understand the material delivered by the teacher, the teaching and learning process will be slightly hampered. Therefore, the student's ability to catch is very important in the teaching and learning process in order to achieve good learning objectives. In this research, the method used is qualitative method. Qualitative methods involve data collection through observation interviews, and document analysis. As for the results of research that has been conducted at SMP Negeri 35 Medan in class VIII-3, there are inhibiting factors that result in low catchability in students such as physical factors, school environment factors and family environment factors.

Participation as a Predictor of Quality of Life among Japanese Children with Neurodevelopmental Disorders Analyzed Using a Machine Learning Algorithm.

Participation is important for children's quality of life (QOL). This study aimed to identify participation factors that influence QOL among Japanese children with neurodevelopmental disorders. Ninety-two Japanese parents of children with neurodevelopmental disorders participated in this study. The parents completed the parent version of the Kid- and Kiddo-KINDL health-related QOL questionnaire and the Participation and Environment Measure for Children and Youth. The data were examined using the random forest algorithm to analyze the participation factors that affected the children's QOL. The analyses revealed that school and community environmental factors that affected participation were the most important predictors of QOL among children. As school and community environments can significantly impact the QOL of children with neurodevelopmental disorders, greater focus should be placed on participation in environmental contexts.

Effectiveness of Group Guidance Using Behavioral Therapy Techniques to Prevent Bullying Problems in Santri

The rise of bullying that occurs in the school environment today is very worrying. One of the impacts is targeting the perpetrator, namely aggressive behavior. This research aims to determine the bullying behavior of students, both seniors and juniors, in Islamic boarding school environments. The main perpetrators in this research were female students and female students who were involved in bullying at Islamic boarding schools. The method used in this research is a qualitative method and literature study. The data collection techniques used in this research were interviews with bullying victims directly and literature studies through journals and books. The results of the discussion from this research are that bullying behavior is rampant in Islamic boarding school environments, both direct and indirect bullying. Bullying not only often occurs due to factors in the Islamic boarding school environment, parents are also very influential in the perpetrators of bullying which often occurs in the Islamic boarding school environment. The impact of bullying is also very bad for the health of the victims, quite a few victims experience depression, excessive fear and worry easily.

Peran Orang Tua Dan Guru Dalam Penerapan Toilet Training Pada Siswa Autis Kelas VII di Sekolah Menengah Pertama Luar Biasa Negeri Branjangan Jember

The application of toilet training to autistic children is different from normal children, because of the complex disorders children have difficulty implementing toilet training. Therefore, many parents of autistic children prefer practical things such as wearing diapers rather than training their children to defecate or urinate in the toilet. The focus of the problem studied in this thesis is: What is the role of parents and teachers in implementing toilet training for autistic children and what factors influence success and what obstacles are experienced. The aim of this research is to determine the role of parents and teachers in implementing toilet training for autistic children as well as the factors that influence success and the obstacles experienced. This research uses a descriptive qualitative approach, analyzing the role of parents and teachers in implementing toilet training for autistic students. The subjects in this research were autistic class teachers and parents of autistic students at the Branjangan Jember State Extraordinary Middle School. Data analysis uses data reduction, data presentation, and drawing conclusions. This research concluded: 1) The role of parents in implementing toilet training for autistic children is by providing an understanding of toilet training to children, providing encouragement by teaching toilet training regularly, providing examples during the toilet training implementation period, supervising children during the toilet training implementation period. . 2) The teacher's role in implementing toilet training for autistic students is by providing an understanding of toilet training by inviting students directly to the toilet, making a schedule of when students go to the toilet at school, providing examples of procedures for defecating or urinating ( BAK) in students. 3) factors that influence success in implementing toilet training for autistic students, namely the mother's level of knowledge about toilet training, the child's environmental factors, be it the family environment or school environment and family factors, the child's physical readiness, giving rewards to the child when they succeed in doing something 4) Obstacles What parents and teachers face in implementing toilet training for autistic students is children's difficulty in understanding toilet training, children who are not physically ready when toilet training is implemented.

Positive school climate and strong school identification as protective factors of adolescent mental health and learning engagement: A longitudinal investigation before and during COVID-19

The COVID-19 pandemic resulted in significant disruptions for children and youth around the world, especially given school closures and shifts in teaching modes (on-line and hybrid). However, the impact of these disruptions remains unclear given data limitations such as a reliance on cross-sectional and/or short-interval surveys as well as a lack of broad indicators of key outcomes of interest. The current research employs a quasi-experimental design by using an Australian four-year longitudinal survey with student responses from Grade 7 to 10 (aged 12–15 years old) (N = 8,735 from 20 schools) in one education jurisdiction. Responses are available pre-pandemic (2018 and 2019) and during the pandemic (2020 and 2021). Importantly the survey included measures of well-being, mental health and learning engagement as well as potential known school-environment factors that could buffer against adversity: school climate and school identification. The findings were generally in line with key hypotheses; 1) during COVID-19 students’ learning engagement and well-being significantly declined and 2) students with more positive school climate or stronger school identification pre-COVID-19 fared better through the disruption of the pandemic. However, these same students suffered from a steeper decline in well-being and engagement which may be explained through the impact of losing meaningful social or group connections. This decline was evident after controlling for gender, academic grade (as a proxy of age), parental education, and socioeconomic status. It is concluded that investing in the social environment of schools is important in crisis preparedness and can facilitate better crisis response among youth.

Implementasi Metode Drill dalam Mengatasi Kesulitan Menghafal Kosakata Bahasa Arab di Madrasah Tsanawiyah

The Research discusses the Implementation of the Drill Method in Overcoming the Difficulty of Memorizing Arabic Vocabulary at MTs Alkhairaat Pangi, Parigi Moutong Regency. With the following problem formulation: 1) How to implement the drill method in overcoming the difficulty of memorizing vocabulary in MTs Alkhairaat Pangi, Parigi Moutong Regency. 2) What are the inhibiting factors and supporting the implementation of the drill method in overcoming the difficulty of memorizing vocabulary in MTs Alkhairaat Pangi, Pangi, Parigi Moutong Regency.&#x0D; The results showed that the implementation of the drill method in overcoming the difficulty of memorizing vocabulary in Class VIII MTs Alkhairaat Pangi was carried out by the teacher by preparing 10 vocabulary words using image media that was pasted or written on the blackboard, after which the teacher and students practiced together repeatedly. Then the teacher evaluates the vocabulary that has been given to each student. The inhibiting factors are the lack of interest of students in learning Arabic and the lack of books that are used as references in learning Arabic. The supporting factors in memorizing students are school environment factors, the state of facilities and infrastructure, and support from parents.&#x0D; The implication of this research is for teachers to pay more attention to matters related to Arabic language learning, especially increasing learning reference books and always providing motivation to students so as not to get bored quickly in memorization. A lot or a little memorized vocabulary can improve students' mastery of Arabic vocabulary, so as to overcome the difficulties of students in memorizing Arabic vocabulary and make it easier for students to understand Arabic texts.

RELATIONSHIP BETWEEN TEACHER-STUDENT RELATIONS ABSENTEEISM FACTORS AND ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS IN TORORO DISTRICT; A CROSS SECTIONAL STUDY.

Background: This study aimed to explore the relationship between teacher-student absenteeism factors and academic performance among secondary school students in Tororo District. Methodology: The research design employed a descriptive, cross-sectional approach, utilizing both qualitative and quantitative methods. The study population included students in S4, teachers, and head teachers from four selected secondary schools in Tororo District. The sample size of 160 participants was determined using Kreijcie &amp; Morgan's table, employing purposive and simple random sampling techniques. Data collection involved primary sources through questionnaires and interviews, as well as secondary data through document analysis. The instruments were carefully designed to align with research objectives, questions, and hypotheses, ensuring comprehensive data collection. Results: 59.3% were male and 40.7% were female. This shows that the sample was slightly biased towards males. Correlational findings revealed significant positive associations between teacher-student relations and academic performance. Regression models indicated that school environment, family background, and teacher-student absenteeism factors had a significant positive impact on academic performance. Conclusion: In conclusion, absenteeism, influenced by various factors, significantly negatively affected the academic performance of secondary school students in Tororo District. Recommendations: Recommendations included improving school facilities, enhancing sanitation, increasing access to learning resources, updating teaching methods, improving teacher attendance, and promoting parental involvement. Areas for further research were identified, such as investigating specific teaching methods and exploring the long-term effects of absenteeism on students' academic performance.

Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity

This study investigates the racial-mathematical identity profiles of Black American adolescents. Survey data were collected in five schools across one U.S. urban school district at two time points (spring 2018 [n = 197] and spring 2019 [n = 210]). Based on extant research regarding psychological response patterns to racialized school stress, we investigated the existence of an identity negotiation pattern in which students were motivated to resist negative stereotypes about Black people by achieving well in mathematics. We conducted a latent profile analysis combining students’ self-beliefs across five indicators: racial centrality, racial public regard, mathematics attainment value, mathematics mastery experiences, and resistance motivation. Three distinct racial-mathematical identity profiles emerged: (1) Mathematics Devalued/Ambivalent, (2) Moderately Math Attained, and (3) Resistors. We found associations between profile membership and students’ gender, negative math emotions, and their receipt of cultural and critical mathematics instruction. We also found an association between the identity profiles and school type (academically selective “magnet” schools vs. open-enrollment neighborhood schools), but not in the direction that might be assumed. Moreover, we found that certain school environment factors (i.e., racial stereotyping and cultural and critical mathematics instruction) were significantly different in racially diverse magnet schools than in the neighborhood schools. Overall, our data reveal the existence of a highly motivated Resistor profile among Black students, that is predicted by cultural and critical mathematics instruction but underrepresented within this district’s selective magnet schools.

Analysis of the Role of Parenting and School in Forming Character and Enhancing Student Academic Achievement

Background. This research investigates the impact of parenting styles and school environmental factors in shaping students' character and learning outcomes. Its primary goal is to determine the contributions of parenting styles and school environmental elements to student development in character and academic success. Method. This study employs a quantitative descriptive approach, using surveys with questionnaires as the primary data collection tool. Primary data were directly gathered from students through SDN Ujung Menteng and SDN Pulo Gebang observations, involving Grade IV-VI students as the sample. The total number of respondents was 92 students, selected through a proportional stratified random sampling technique. Results. The analysis revealed that parenting styles do not have a direct significant impact on student learning outcomes. However, parenting styles have a positive and significant effect on character formation, significantly influencing learning outcomes. Meanwhile, the school environment was found to have a positive and significant impact on the formation of students' character. This character formation is a primary mediator between parenting styles and student learning outcomes. Conclusion. This study confirms that parenting styles and the school environment are crucial in developing students' character, directly affecting their learning outcomes. These results suggest the importance of a holistic approach involving family and school environments in enhancing students' character formation and academic success. Keywords: Parenting Styles, School Environment, Student Character Formation, Academic Achievement

School climate and school identification as determinants of smoking conventional cigarettes or vaping among adolescents in China: Stress-coping mediation mechanisms.

Smoking conventional cigarettes or vaping (SV) poses significant health threats to adolescents. School climate and school identification are key elements of the school environment and potential factors of SV. Based on the Stress Coping Theory, the mediations between school climate/school identification and SV, via perceived stress/active coping, were examined. A cross-sectional survey was conducted among secondary school students from February to March 2022 in Taizhou, China. Structural equation modeling was used. The prevalence of SV among the 7526 participants was 4.7% (singular use of conventional cigarettes: 3.2%; singular use of electronic cigarettes: 3.6%; dual use: 2.1%). School climate, school identification, and active coping were positively, and perceived stress (family stress, academic stress, and peer-related stress) were negatively associated with SV. The association between school climate and SV was fully mediated via: 1) school climate → perceived stress → SV; 2) school climate → active coping → SV; and 3) school climate → perceived stress → active coping → SV. The effect sizes were 52.1%, 43.8%, and 6.3%, respectively. Similar partial mediation mechanisms were found between school identification and SV, with relatively small effect sizes (<10%). This study observed the prevalence of SV among Chinese secondary school students. School climate and school identification had both significant direct and indirect (via perceived stress/active coping) effects on SV. Positive school environments may reduce students' stress and promote active coping. The stress coping mechanisms explained the association between school climate and SV better than between school identification and SV.

Brain-based learning strategies respecting pupil´s emotions in language learning

The process of learning is about making connections. This paper presents brain-based learning as a starting point for teachers, which connects academic (content), and emotional level based on the brain research results. As we live in a stressful world, school classrooms can provide pleasure, emotional comfort, as well as knowledge. When teachers create a positive emotional environment pupils gain emotional resilience and learn more efficiently. The purpose of this paper is to focus on emotions through learning principles and emotionally “safe” school environmental factors which are inseparable part of teaching and learning process. This paper also presents strategies implementing theoretical knowledge into language learning and respecting students´ emotions. It can be concluded thatemotions play an important role in how and why students learn. Brain-based learning is one of the innovative ways or attitudes to learning a language, but also learning itself. By respecting stated starting points, we can not only make our teaching different, but especially enjoy learning, be satisfied with our performance and experience positive emotions that support the students' development. / Keywords: brain-based learning, brain, emotions, positive environment

Predicting Risk of Bullying Victimization among Primary and Secondary School Students: Based on a Machine Learning Model.

School bullying among primary and secondary school students has received increasing attention, and identifying relevant factors is a crucial way to reduce the risk of bullying victimization. Machine learning methods can help researchers predict and identify individual risk behaviors. Through a machine learning approach (i.e., the gradient boosting decision tree model, GBDT), the present longitudinal study aims to systematically examine individual, family, and school environment factors that can predict the risk of bullying victimization among primary and secondary school students a year later. A total of 2767 participants (2065 secondary school students, 702 primary school students, 55.20% female students, mean age at T1 was 12.22) completed measures of 24 predictors at the first wave, including individual factors (e.g., self-control, gender, grade), family factors (family cohesion, parental control, parenting style), peer factor (peer relationship), and school factors (teacher-student relationship, learning capacity). A year later (i.e., T2), they completed the Olweus Bullying Questionnaire. The GBDT model predicted whether primary and secondary school students would be exposed to school bullying after one year by training a series of base learners and outputting the importance ranking of predictors. The GBDT model performed well. The GBDT model yielded the top 6 predictors: teacher-student relationship, peer relationship, family cohesion, negative affect, anxiety, and denying parenting style. The protective factors (i.e., teacher-student relationship, peer relationship, and family cohesion) and risk factors (i.e., negative affect, anxiety, and denying parenting style) associated with the risk of bullying victimization a year later among primary and secondary school students are identified by using a machine learning approach. The GBDT model can be used as a tool to predict the future risk of bullying victimization for children and adolescents and to help improve the effectiveness of school bullying interventions.

Research on the Moral Status and Educational Countermeasures of College Students in the New Era

In the new era, with the development and changes in society, the moral status of college students has shown the characteristics of the new era. Analyzing the influencing factors of social environment, school environment, and family environment, the moral education of college students should focus on curriculum construction, the transformation of moral education concepts, Focus on practical education, and campus atmosphere to improve the pertinence of education.