Social context effects on pupils' perception of school

Hofman, Roelande; Hofman, W.H.A.; Guldemond, H.

doi:10.1016/s0959-4752(00)00016-5

Cited by 25 publications

(18 citation statements)

References 8 publications

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“…For instance, teachers tend to perceive the classroom environment more positively and more favorably than pupils do (e.g. Hofman, Hofman, & Guldemond, 2001). In Finland boys especially have been found to perceive their school ambience as poor (Rimpelä et al 2008(Rimpelä et al , 2007.…”

Section: Pupils' Pedagogical Well-being Generated In Multiple Contextsmentioning

confidence: 99%

Pupils’ pedagogical well-being in comprehensive school—significant positive and negative school experiences of Finnish ninth graders

2010

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Basic education has two main goals: to promote high quality learning outcomes and pupils' personal growth and well-being. The interrelated nature of learning and well-being is here referred to as pedagogical well-being. In this study, we explore Finnish comprehensive school pupils' (N=518) experienced pedagogical well-being by examining the kinds of situations that pupils themselves find either highly positive or highly negative during their school career. Pupils' pedagogical well-being is empirically examined in two complementary aspects: (1) determining the point in the pupils' school career in which the critical incidents are situated and (2) identifying the primary contexts of pupils' experienced critical incidents of pedagogical well-being. Results showed that critical incidents for pedagogical well-being reported by the pupils were situated all along their school career. A variety of episodes causing empowerment and satisfaction, as well as disappointment and anxiety, were reported by the pupils. Pupils perceived the social interactions within the school community as being the most rewarding as well as the most problematic part of their school career. Résumé L'éducation fondamentale répond à deux objectifs : promouvoir des résultats d'apprentissage de haute qualité ainsi que la croissance et le bien-être personnels des élèves. Nous appelons bien-être pédagogique l'interdépendance intrinsèque à l'apprentissage et au bien-être. Notre étude explore le bien-être pédagogique ressenti par les élèves de l'école de base finlandaise (N=518) en examinant les situations considérées par les élèves comme étant hautement positives ou négatives pendant leur cursus scolaire. Le bien-être Eur pédagogique des élèves est empiriquement examiné sous deux angles complémentaires: (1) en déterminant le point du cursus scolaire des élèves où se situent les incidents critiques et (2) en identifiant les contextes primaires des incidents critiques affectant le bien-être pédagogique ressenti par les élèves. Les résultats indiquent que les incidents critiques rapportés par les élèves dans leur bien-être pédagogique se situent tout au long de leur cursus scolaire. Un certain nombre d'épisodes causant une valorisation des élèves et leur satisfaction, mais aussi leur déception et leur anxiété, ont été rapportés par les élèves. Les élèves ont perçu les interactions sociales vécues dans la communauté scolaire comme étant à la fois la plus gratifiante et la plus problématique partie de leur carrière scolaire.

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Section: Pupils' Pedagogical Well-being Generated In Multiple Contextsmentioning

confidence: 99%

Pupils’ pedagogical well-being in comprehensive school—significant positive and negative school experiences of Finnish ninth graders

2010

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“…Los resultados de las correlaciones de Pearson han mostrado relaciones significativas, existiendo una relación lineal positiva entre todas las variables estudiadas. Estos resultados concuerdan con investigaciones previas que muestran la relación significativa existente entre el contexto, las variables personales y el ajuste e implicación escolar (Gutiérrez y Gonçalves, 2013;Hofman et al, 2001;McMahon et al, 2008).…”

Section: Discussionunclassified

“…El apoyo social es una de las áreas de investigación más activas de las últimas décadas (Herrero y Gracia, 2007;Hofman, Hofman, y Guldemond, 2001), referido al proceso interactivo donde una persona percibe o experimenta que es amado, cuidado, estimado y valorado, sintiéndose participante de una red social de asistencia mutua y de obligaciones (Taylor et al, 2004).…”

Section: Variables Contextualesunclassified

Factores Contextuales Y Variables Individuales en El Ajuste Escolar

Azpiazu¹,

Esnaola²,

Ros³

2017

Revista INFAD de Psicología

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The aim of this study is to analize the relations between contextual variables (family support, friends support and teachers support), personal variables (self-concept and life satisfaction) and school adjustment and engagement. The sample is composed by 1615 participants from 12 to 23 years old. Pearson correlations show that all variables are significantly and positively correlated. Multivariate regression analysis shows that school engagement, self-concept, life satisfaction and friends support are directly related with school adjustment, being school engagement the most relevant variable. In the other hand, family and teacher support are indirectly related with school adjustment through self-concept and life satisfaction, which are directly related with school adjustment.Keywords: School adjustment, school engagement, family support, friends support, teachers support, self-concept and life satisfaction. RESUMENEl objetivo de este estudio es analizar las relaciones entre variables contextuales (apoyo familiar, amistades y profesorado), individuales (autoconcepto y satisfacción con la vida) y el ajuste e implicación escolar. La muestra está compuesta por 1615 participantes de entre 12 y 23 años. Los resultados muestran relaciones significativas y positivas entre todas las variables analizadas mediante las correlaciones de Pearson. Asimismo, los análisis de regresión realizados señalan que la implicación escolar, el autoconcepto, la satisfacción con la vida y el apoyo de las amistades tienen una relación directa con el ajuste escolar, siendo la implicación escolar la variable que más peso o importancia tiene. Por otro lado, el apoyo familiar y del profesorado tienen una relación indirecta con el ajuste escolar, a través de las variables individuales autoconcepto y satisfacción con la vida, con las que están directamente relacionados.Palabras clave: Ajuste escolar, implicación escolar, apoyo familiar, apoyo de los amigos, apoyo de los profesores, autoconcepto y satisfacción con la vida. INTRODUCCIÓNEn la actualidad la multidimensionalidad del constructo ajuste escolar está aceptada, refiriéndo-se este concepto a la capacidad para adaptarse al contexto escolar, al sentimiento de comodidad, compromiso y aceptación social (Ladd y Troop-Gordon, 2003). Implica, por tanto, la conjugación de aspectos tanto cognitivos como actitudinales y comportamentales (Harrison, Clarke, y Ungerer, 2007).El concepto de implicación escolar de los estudiantes no cuenta con una acotación conceptual unívoca y es debatida por los investigadores (Appleton, Christenson, y Furlong, 2008;Fredricks, Blumenfeld, y Paris, 2004). Marks (2000) define la implicación escolar como la atención, el interés, la inversión y el esfuerzo realizado en el trabajo de aprendizaje, incluyendo los aspectos afectivos de la participación, así como los académicos. Los estudios señalan que los estudiantes con una mayor implicación escolar resultan estar más motivados, con mejor autoconcepto, un rendimiento acadé-mico más alto, mayor satisfacción escolar y c...

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“…Individuals' perceptions are considered, then, as outcomes, mediators or predictor variables. As such, the pupils' perceptions of the school environment or class environment may help, for example, to explain their achievement (Hofman et al, 2001). In fact, here the classic theorem 'If men define situations as real, they are real in their consequences' (Thomas & Thomas, 1928, p. 572) comes up.…”

Section: The Problems With Perceptual Measurementmentioning

confidence: 99%

The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research

Houtte

Maele

2011

Oxford Review of Education

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Since the 1970s, school effectiveness research has looked for process-variables filling the black box between mainly structural school features and cognitive outcomes in students. Two concepts came to the fore: school climate and school culture. Both concepts are currently used interchangeably, although it is open to debate whether both are actually the same thing. Because of the way culture and climate are defined and subsequently measured, we propose school culture is a better frame from which to study school effectiveness. This article goes through the premises of perceptual measurement usually overlooked in climate research, and we demonstrate empirically by means of very basic and simple methods and techniques that perceptual measurement and measurement based on assumptions are different approaches and might yield totally different results on an aggregated level. We conclude by demonstrating how culture can be probed and integrated in the models traditionally used in school effectiveness research in an advantageous and theoretically sound way.

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Social context effects on pupils' perception of school

Cited by 25 publications

References 8 publications

Pupils’ pedagogical well-being in comprehensive school—significant positive and negative school experiences of Finnish ninth graders

Pupils’ pedagogical well-being in comprehensive school—significant positive and negative school experiences of Finnish ninth graders

Factores Contextuales Y Variables Individuales en El Ajuste Escolar

The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research

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