School Life Experiences Research Articles

Low-achieving adolescent students' perspectives on their interactions with classmates. An exploratory study to inform the implementation of a social emotional learning program in prevocational education

Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education.We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts.Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.

깨치며 나아가는 대안학교 학생들의 이야기: 자발적으로 공립 대안학교에 진학한 학생들의 학교생활 경험을 중심으로

깨치며 나아가는 대안학교 학생들의 이야기: 자발적으로 공립 대안학교에 진학한 학생들의 학교생활 경험을 중심으로

The association between meeting physical activity guidelines and academic performance among junior high school adolescents in China-evidence from the China education tracking survey.

To examine how well Chinese adolescents meet the physical exercise time and screen time recommendations in the Physical Activity Guidelines for Chinese Residents (2021), and the relationship between adolescents' physical exercise time, screen time and their academic performance. Daily physical exercise time, screen time and academic performance were collected from Grade 8 adolescents (n = 9,449). Academic performance included standardized scores on Chinese, Math and English tests and responses to the School Life Experience Scale. Meeting the physical activity time and screen time in the Physical Activity Guidelines for Chinese Residents was associated with adolescents' academic performance. Specifically, having at least 60 min of physical exercise per day was associated with adolescents' school life experiences compared to adolescents who did not meet the physical exercise time and screen time in the Chinese Residents' Physical Activity Guidelines. Less than 2 h of cumulative screen time per day was associated with adolescent mathematics test scores, English test scores and school life experiences. Meeting both physical exercise time and screen time to be recommended had more significant effects on adolescents' mathematics, Chinese, English and school life experiences. Meeting both the physical exercise time and screen time recommendations in the Physical Activity Guidelines for Chinese Residents was more significantly associated with boys' mathematics test scores, Chinese test scores and School life experience. Meeting both the physical exercise time and screen time requirements in the Physical Activity Guidelines for Chinese Residents had a more significant effect on School life experience for girls. Physical exercise participation of at least 60 min per day and/or less than 2 h of cumulative screen time per day were both associated with adolescent academic performance. Stakeholders should actively promote adolescents to follow the Physical Activity Guidelines for Chinese Residents (2021).

GRAVIDEZ NA ADOLESCÊNCIA E AS EXPERIÊNCIAS DA VIDA ESCOLAR

ABSTRACT This article aimed to understand the school life experiences of pregnant adolescents. This is a qualitative and descriptive research. Participated in the study 14 pregnant adolescents between 15 and 19 years of age who were undergoing prenatal care in the public network of the municipality. A semi-structured interview was conducted with each participant about their school life history. Data analysis made it possible to create two categories: “pregnant adolescents who stopped studying” and “pregnant adolescents who continued studying”. A total of 14 adolescents were interviewed, 10 stopped studying, and four continued studying. The importance of family and school support was observed so that the adolescents could continue their studies. Adolescents sought a welcoming environment at school for their emotional needs, but not all of them had the opportunity to experience it. Support to the school community is essential for it to be able to offer the necessary support to its students.

외국어고등학교 사회통합전형 학생들의 학교경험에 대한 질적 연구

Objectives This study is to present the actual educational effect of the social integration admission policy in foreign language high school and to suggest the complementary points in the operation process. Methods A qualitative study was conducted on the experiences of school life and the meaning of those experiences for 7 students of social integration screening at K (pseudonym name) foreign language high school located in Gyeonggi-do, and data were collected through semi-structured in-depth interviews. Results On the social integration admission policy of foreign language high school, all seven students expressed common opinions, such as the admission preparation process affected by the student's growth environment and surrounding cases, stable boarding life, educational welfare policy to comfort me, satisfaction with internal growth, and confidence in foreign language ability as graduates. Conclusions It was confirmed that the social integration admission policy of foreign language high school had the following positive effects on students in the admission process, school life, and after graduation. First, the interest of families and teachers in the admission process and the cases of going to school around them play an important role, but private education for admission was unnecessary. Second, they had a positive perception of Korea's educational welfare through the school's boarding life that supplements the vulnerability of the family in the school life and the financial and cultural benefits that support the vulnerable. Finally, as an influence after graduation, they were satisfied with their college entrance performance and internal growth through the curriculum and school system, and their academic confidence increased in college. Through these results, the complementary points of the social integration admission policy were proposed.

Ethnography on the School Life Experience of College Women who Started Studying Late in the Department of Nursing

Ethnography on the School Life Experience of College Women who Started Studying Late in the Department of Nursing

The Relationship Between Parent-Adolescent Communication and Depressive Symptoms: The Roles of School Life Experience, Learning Difficulties and Confidence in the Future

PurposeAdolescent depression has become a public health issue in China. Family environment and school life play important roles in shaping adolescent mental health. Our study aimed to examine the effect of parent-adolescent communication, school-life experiences, learning difficulties, and confidence in the future on depressive symptoms. We also examined the mediating effects of school-life experiences, learning difficulties, and confidence in the future on the relationship between parent-adolescent communication and depressive symptoms.MethodsData on depressive symptoms, parent-adolescent communication, and mediating variables were obtained from the China Education Panel Survey (CEPS), including baseline data (2013–2014) and follow-up data (2014–2015). Mixed-effect models were used to evaluate the effects of parent-adolescent communication, school-life experiences, learning difficulties, and confidence in the future on depressive symptoms, and path analyses were performed to determine the mediating roles of school-life experiences, learning difficulties, and confidence in the future on the relationship between parent-adolescent communication and adolescent depressive symptoms.ResultsMore father-adolescent communication, better school-life experiences, and higher confidence in the future were protective factors for depressive symptoms among all boys and girls, and learning difficulties were a risk factor for depressive symptoms among all boys and girls. School-life experiences, learning difficulties, and confidence in the future had statistically significant mediating effects on the relationship between parent-adolescent communication and depressive symptoms.ConclusionMore father-adolescent communication, higher confidence in the future, better school-life experiences, and fewer academic difficulties were associated with lower levels of depressive symptoms. Both mother-adolescent communication and father-adolescent communication affected depressive symptoms through their effects on school-life experience, learning difficulties, and confidence in the future. This finding highlighted the importance of parent-adolescent communication and its impact on depression.

School Satisfaction and Happiness in 10-Year-Old Children from Seven European Countries.

School satisfaction is conceptualized as a crucial factor influencing children´s happiness and consequent healthy functioning in multiple developmental areas. Research to date has mainly evaluated how contextual factors related to the interactions between the student, teachers and classmates influence children’s happiness, not considering other important factors more related to their own student experiences. The aim of the present study was to examine the effect of school satisfaction on happiness in 10-year-old children from Europe. Children’s global school satisfaction levels, as well as different separate indicators of school satisfaction (i.e., satisfaction with other children in class; school marks; school life experience as a student; things they have learned; and relationships with teachers) were considered. The study comprised a sample of 7.445 10-year-old children from seven European countries. First, correlation analysis showed that the overall school satisfaction measure, as well as its different indicators, had positive associations with happiness levels. Second, regression analyses confirmed the effect by indicators of global school satisfaction on happiness. The indicators with the strongest effects were the satisfaction with their life as a student and the satisfaction with other children in the class, while the smallest effects were found regarding the satisfaction with the relationships with teachers and the things learned. These results point out the need to consider personal and contextual indicators of school satisfaction in a program design to foster happiness in 10-year-old children.

Changing of Schools: How it affects the School Life Experiences of a Student

The Pivot point of research carried out is to study the impact of changing of school in a student’s life and various effects it can have on school life experiences. Researcher has worked upon feedbacks gathered from individuals of different age and their experience accumulated from their own school lives. Analyst got reactions from 140 participants. The information was gathered using Google forms and it was investigated utilizing Google's analytical tools. It was found that changing of school had both merits and demerits given that how one perceives it and adapts according to the changes. People have different reasons for changing their schools. Factors like new region, culture and language of new place also acts as deciding factors for the adaptability and performance of newly admitted student.

신체활동을 중심으로 바라본 운동장 없는 중학교 학생들의 학교생활 경험과 대처행동 탐색

본 연구의 목적은 운동장 없는 학교에 다니는 중학생들의 학교생활 경험과 대처행동을 신체활동 측면에서 조명하고, 이를 토대로 운동장의 교육적 의미를 살펴보는 것이다. 연구 목적을 수행하기 위해 갑작스런 공사로 운동장이 사라진 P 중학교를 사례학교로 선정하였다. P 중학교에 재학 중인 남녀 학생 6명(남 3명, 여 3명)을 연구참여자로 선정하였고, 해당 학교 체육교사를 보조 연구참여자로 선정하였다. 자료 수집은 개방형 설문지, 초점화된 그룹 면담, 개별 면담, 교사 일지 등으로 수집되었고, 자료 분석은 텍스트 분석 기법(전사, 코딩, 주제 분석)에 따라 이루어졌다. 연구 결과, 학교생활 경험은 ‘수족관 속 물고기’, ‘출구 없는 미로’, ‘컵 속에 물과 기름’으로 범주화되었고, 학생들의 대처행동은 ‘개척하기’, ‘배회하기’, ‘일탈하기’로 분석되었다. 이 연구를 통해 운동장 없는 학교에서의 학생 경험이 신체활동 부재 문제로 한정되는 것이 아니라 심리적 및 사회적 문제로 확대되고, 학생들의 대처행동이 교칙 위반으로까지 야기된다는 것이 확인되었다. 마지막으로, 학교 운동장의 의미를 신체활동의 공간, 해방의 공간, 사회적 접착 공간으로 제안하였다.

자폐성장애 학생의 고등학교생활 경험에 대한 어머니의 관점

자폐성장애 학생의 고등학교생활 경험에 대한 어머니의 관점

The Study of Perceptions of Student and Parent’s on School Life Experience and Demand of Support Service for Middle School Students with Borderline Intellectual Functioning

최근 다양한 학습자에 대한 관심이 높아지면서 학교 현장에서도 특별한 교육적 지원이 필요한 학생들의 요구가 늘고 있다. 본 연구는 경계선급 지능 중학생과 학부모를 대상으로 이들의 학교생활을 살펴보고 교육 지원에 대한 요구가 무엇인지 알아보았다. 서울과 경기 지역 내 중학교에 재학 중인 경계선급 지능의 중학생 10명과 학부모 10명을 대상으로 학교에서의 학습 경험과 또래 및 교사와의 사회적 관계 경험, 그리고 학교에서의 교육 지원 요구에 대해 개별 심층면담을 실시하였다. 면담결과는 근거이론 방법을 통한 지속적 비교분석법을 사용하여 3개 영역과 11개의 하위 주제로 도출되었다. 연구결과, 경계선급 지능 중학생들은 일반학급에서 다루어지는 학습 내용의 어려움으로 인해 수업에 의미 있게 참여하지 못하고, 또래 친구 및 교사와 적절한 관계 형성에 어려움을 겪고 있었다. 학부모들은 경계선급 지능 학습자 특성을 고려한 특별한 교육적 지원이 필요하다고 제시되었다. 연구결과를 바탕으로 향후 이들을 위한 학교차원의 지원방향에 대한 시사점을 제시하였다.The purpose of this study was to investigate the perception of current experience of school life and the needs of school support for middle school students with borderline intellectual functioning and their parents. For this purpose, in-depth interviews were conducted with 10 middle school students with borderline intellectual functioning and 10 parents of children with borderline intellectual functioning who located in Seoul and Gyeonggi area. The interview questionnaires were consisted of the following: (1) the learning experience of the students in a school, (2) the experience of social relationships with peers and teachers, and (3) the need of school support. Using the continuous comparative analysis method, 3 subjects and 11 sub-topics were derived. As a result of the study, borderline intellectual functioning were not able to participate in the class due to the difficulty of understanding contents educated in the general class and were having difficulty in establishing relationships with peers and teachers. Participants in the study indicated that special education support was needed in the learning and emotional areas, taking into account the characteristics of the students with borderline intellectual functioning. Based on the results of the study, suggestions for the future direction of these support were suggested.

The Study of Perceptions of Student and Parent’s on School Life Experience and Demand of Support Service for Middle School Students with Borderline Intellectual Functioning

The Study of Perceptions of Student and Parent’s on School Life Experience and Demand of Support Service for Middle School Students with Borderline Intellectual Functioning

School Life Experience of Male Nursing Students Reinstated at School after Military Service

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

Exploring the Impact of Students School Life Experiences on their Conceptual Learning in Physics at Secondary Schools

The conceptual learning of the secondary level science students (N=1840) in the subject of physics assessed on the concept application ability test (CAAT) was low up to 33 %. Views of the same students about learning and assessment at the school investigated through questionnaire were considered as one of the possible factors affecting the conceptual learning of the students. Sample of the survey among the selective male and female Secondary school science students was chosen randomly through the Cluster sampling technique. Correlation and regression analysis were used to explore the relationships. The combined views of all students towards their entire learning and assessment experiences at school were highly satisfactory. A positive correlation was explored between students under consideration. Experiences and their score on the test (CAAT) and the multiple regressions predicted the concerning experiences of the students as a significantly contributing factor to their conceptual learning in terms of the application of physics concepts in problem situation and life.

Geros mokyklos pažangos sampratos naratyvas

The definition of a good school depends not only on who defines it, but also on the purpose, programmes, society opinion under which it is defined. In a society, the definition of a good school usually includes various concepts. In the article the qualitative and quantitative research is presented,, which was based on the methodological provisions and theoretical assumptions of social constructivism. The research was conducted in 2018 January–April. When analyzing the conception of a good school, we must remember the fact that school is an organization operating in a complex and changing social environment and involving many different society groups, such as school administration, teachers, students, parents and other society. Therefore, the research involved 6–12 class students, teachers, school administration. The subject of the article is the concept of school progress with regard to the conception of a good school expressed by teachers, pupils and their parents and experts. Research method: analysis of scientific literature, documents and research. The aim of the article is to draw the concept of good school progress. The article is an introduction to the empirical research, analyzed by the Good School from V. Targamadzė, G. Žibėnienė and J. Cesnavicienė, in 2018. Educational outcomes (student’s maturity, progress, achievements) and school life experiences, education (learning) are not harmonious, according to interview participants and expert answers. This is especially important in creating a good school. The results of all three phases of the survey indicate a lack of agreement among the school community on the creation of a good school.

A study on semantics of marriage migrant Women’s discrimination experiences for social integration -Focusing on the Child’s school life experiences -

A study on semantics of marriage migrant Women’s discrimination experiences for social integration -Focusing on the Child’s school life experiences -

Phenomenological Research on the Meaning of Visually-impaired Undergraduate Freshmen’s University Entrance and their School Life Experiences: At a crossroads before taking a leave of absence

Phenomenological Research on the Meaning of Visually-impaired Undergraduate Freshmen’s University Entrance and their School Life Experiences: At a crossroads before taking a leave of absence

School Life Experience of Male Nursing Students Reinstated at School after Military Service

School Life Experience of Male Nursing Students Reinstated at School after Military Service

A narrative inquiry on the school life experience of the immigrated youth of the Koryosaram

A narrative inquiry on the school life experience of the immigrated youth of the Koryosaram