Level of Satisfaction in School – Pupil and Teacher Perceptions

Clipa, Otilia; MIHALACHE, Elvira; Serdenciuc, Nadia Laura

doi:10.18662/rrem/2016.0801.09

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…The educational goals can be analyzed at a macrostructural level (pointing to the general orientation of the educational systems and to the desired results in terms on personality development for a future social integration) or at a micro-structural level (in accordance with a specific educational path, viewed as a chain of educational experiences, generating specific learning results in terms of cognitive, attitudinal-affective and behavioral changes). In a methodological way, we can separately analyze the learning results, based on the types of changes that an individual undergoes, as consequences of the provided educational experiences, but, in fact, we can identify some composite structures that integrate different learning results in a potential matrix of a future action (problem-solving type), activated in specific contexts, and these structures are named competences (Clipa, Mihalache, Serdenciuc, 2016).…”

Section: Educational Experiences In a Contextual Perspectivementioning

confidence: 99%

Rethinking Goals of Education in the Digital Era

Serdenciuc¹

2021

Trends and Prospects of the Education System and Educators’ Professional Training Development

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This article points out a few coordinates of the educational process analysis in the contemporary society, marked by global challenges and invaded by the information technology. Viewing education in terms of restructuring, for a better response to the individuals’ and to the society’ needs, raises the question of redefining learning outcomes in the light of general educational finalities, shaped by the specific traits of the digital era. It is not about a formal restructuring, regarding the phases of the process, but it is related to the effort of reframing the core values of approaching the personality development, taking in account a continuous perspective of permanent education in a digital environment.

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Section: Educational Experiences In a Contextual Perspectivementioning

confidence: 99%

Rethinking Goals of Education in the Digital Era

Serdenciuc¹

2021

Trends and Prospects of the Education System and Educators’ Professional Training Development

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“…A baixa satisfação com a escola é um problema atual e preocupante (Clipa, Mihalache & Serdenciuc, 2016). Os motivos que os autores sugerem para esta problemática passam pelo facto de que os alunos não possuem os conhecimentos/competências necessários para realizar as tarefas que lhes são concedidas, os pais encontram-se pouco interessados e envolvidos na vida escolar dos seus filhos, os materiais que lhes facultados são reduzidos e de pouca qualidade e os professores comunicam pouco e reforçam de forma reduzida os alunos.…”

Section: Satisfação Com a Escolaunclassified

Ansiedade e satisfação com a vida. Estudo das relações numa amostra de estudantes portugueses

Gonçalves¹,

Mendes²,

Santos³

2017

OMNIA

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Resumo: A investigação relativa a ansiedade na infância e adolescência torna-se bastante pertinente devido à prevalência e aos sintomas incapacitantes associados. Este estudo procura compreender as relações entre ansiedade, satisfação com a vida e satisfação com a escola. A amostra é constituída por 112 estudantes, com idades compreendidas entre os 11 e os 17 anos. Os instrumentos apresentam boa consistência interna. As subescalas de ansiedade apresentaram correlações negativas com a satisfação com a vida. As subescalas de coping ansioso e perfecionismo apresentaram correlações positivas com a satisfação com a escola. Foram encontradas diferenças significativas em função do género e idade. A ansiedade mostrou-se significativamente explicativa da satisfação com a vida e satisfação com a escola. Os resultados revelaram-se importantes para investigações futuras acerca das potencialidades associadas à ansiedade e perfecionismo. São ainda assinaladas limitações e novas propostas a desenvolver . Palavras-chave:Ansiedade; satisfação com a vida; satisfação com a escola; infância; adolescência; estudantes portugueses. ANXIETY AND SATISFACTION WITH LIFE Study of the relationships in a sample of Portuguese studentsAbstract: Research on anxiety in childhood and adolescence becomes quite relevant because of the prevalence and associated disabling symptoms. This study tries to understand the relationships between anxiety, satisfaction with life and satisfaction with school. The sample consists of 112 students, aged between 11 and 17 years. The instruments have good internal consistency. The anxiety subscales presented negative correlations with life satisfaction. The subscales of anxious coping and perfectionism showed positive correlations with satisfaction and satisfaction with the school. Significant differences were found according to gender and age. Anxiety was shown to be significantly explanatory of life satisfaction and satisfaction with school. The results proved to be important for future research into the potentialities associated with anxiety and perfectionism. Limitations and new proposals are also highlighted.

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“…In the cycle of primary education, the foundations for the development of human personality are laid. It is also important for children to be part of an environment concerned with intelligence and development, which afterward differentiates between people and explains different behavioral aspects (Clipa, Mihalache, & Serdenciuc, 2016). It is known that all sports activities improve the physical level and mental health, but at the same time, they also have an impact on social ties, relationships and social attitudes (Czupich, 2020(Czupich, : p. 2875).…”

Section: Introductionmentioning

confidence: 99%

The Contribution of the Psychomotrical Activities Carried out in the School after School System to the Psychic, Emotional and Social Development Plan of 9 - 10 Year Old Children

Manuela¹,

Mihailescu²,

Manuela³

2023

PSYCH

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The experimental research carried out in the 2021-2022 academic year aimed at the fruition of children's personal development opportunities in terms of open psycho-social and affective development at the age of 9 -10, through a global project of psycho-motor activities, carried out in the School after School program, with a frequency of 3 hours/week. The didactic strategy used in the experimental group focused on dynamic games and sports games with a specific subject, physical skills track and group activities that favor mental, socio-affective development and cultivate proactive social behavior. All the methods and means used in the experimental group aimed to increase the level of distributive attention, group cohesion, self-confidence, involvement in various didactic activities as well as in the family, and the promotion of fair play. At the beginning of the research, for all the evaluation tests/samples used, the two groups, experiment (24 subjects) and control (12 subjects), recorded significantly equal values and it was found that no significant differences were manifested between them. At the end of the research, after 5 months of implementation of the program proposed by us in the School after School system, for the experimental group, the results of the Prague test showed us an increase in the attention capacity of the subjects of the experimental group compared to those of the control group. The results of the other assessment tools, the Psychosocial Behavior test and the Adapted Social and Behavioral Skills Questionnaire, show significant differences between the two groups for p < 0.05. Due to the additional hours of psycho-motor activities, the behavior of the subjects of the experimental group changed, they became more cooperative and communicative with each other.

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Level of Satisfaction in School – Pupil and Teacher Perceptions

Cited by 3 publications

References 4 publications

Rethinking Goals of Education in the Digital Era

Rethinking Goals of Education in the Digital Era

Ansiedade e satisfação com a vida. Estudo das relações numa amostra de estudantes portugueses

The Contribution of the Psychomotrical Activities Carried out in the School after School System to the Psychic, Emotional and Social Development Plan of 9 - 10 Year Old Children

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