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Showing 3 results for School Climate
E. Shirdel, F. Anjom Shoa, H. Shirdel,
Volume 12, Issue 1 (6-2015)
Abstract
The purpose of the present study was to determine to the relationship between school climate and tendency toward delinquency among high school girls in Kerman. Based on Parsons' theory as well as Simons-Morton, Grump, Haynie, and Saylor’s thoughts, schools were considered to play a significant role in juvenile delinquency. In this survey, the instrumentation consisted of a questionnaire. The statistical population comprised high school girls who were enrolled in 2012-2013 academic year in Kerman. For the purpose of sampling, stratified sampling method was used and 381 students were selected. Results of descriptive and inferential statistics showed that 1) There exists a high tendency toward delinquency among teenage girls. 2) There was an indirect, significant relationship between school climate and girls’ tendency toward delinquency. More specifically, the higher the affective, instructional, balance-seeking, interactive, and expectation climate, the lower the tendency toward delinquency. 3) Multiple regression analysis showed that only three types of school climate, i.e., balance-seeking, expectation and affective, impacted the intensity of tendency toward delinquency and could account for 15 percent of its variance. The results also showed that there was a negative relationship between school climate and juvenile behavioral problems. Hence, developing appropriate school/student relationship can hinder students’ behavioral problems.
S. Hajihassani , M. Salehi, Ph.d. , S. Emamipour, Ph.d.,
Volume 16, Issue 3 (12-2019)
Abstract
The purpose of this research was to develop a structural model for predicting subjective well-being based on educational, social, emotional, physical, and security climate of schools through mediation of emotion regulation among junior high school female students. This research had an applied, correlational design. The statistical population of the study comprised all junior high school female students in public schools in Tehran in Districts 2, 7, 11 and 18. The drawn sample (N= 630) was selected using multi-stage cluster sampling method. The instruments included the 2015 National School Climate Survey, Subjective Well-Being Scale (SWS) (Keyes & Magyar-Moe, 2003), and Affective Style Questionnaire (ASQ; Hofmann & Kashdan, 2010). Structural equation modeling was performed to analyze the data. The results showed that there was a positive direct relationship between school climate and self-regulation (p<0.01, β=0.297). In addition, a direct positive correlation was observed between school climate and subjective well-being (p<0.01, β=0.862). The results demonstrated that emotion regulation played a mediating indirect role in the link between school climate and subjective well-being. Finally, it was found that the direct path coefficient between self-regulation and subjective well-being was positive and significant (p<0.01, β=0.098). Hence, it can be concluded that schools are the most important place for boosting mental health in adolescents and a rich and positive school climate can pave the way for promoting resilience in students and regulating their emotions.
M. Poudineh Agha’ee, N. Nastiza’ee,
Volume 21, Issue 1 (6-2024)
Abstract
The purpose of this study was to investigate the effect of school climate on students' social well-being with the mediating role of social capital. The research method was descriptive-correlational based on structural equation modeling. The statistical population of the study was comprised of all vocational high school students in Hirmand city (Sistan and Baluchestan Province) in 2021-2022 academic year (N= 622). A number of 238 students were selected through random stratified sampling method (by gender) and were given the Social Capital Questionnaire for Adolescent Students (Paiva et al., 2014), School Climate Measure–Student (Lee et al., 2017) and Well-being Social Inventory (Keyes, 1998).The Kolmogorov-Smirnov test, Pearson correlation coefficient and structural equation modeling were used to analyze the data using SPSS and SmartPLS software. Correlation coefficient results showed a positive, significant relationship between school climate, social well-being and students’ social capital. The results of structural equation modeling demonstrated that the direct effect of school climate on students' social well-being was positive and significant. Moreover, the indirect impact of school climate on students' social well-being through the mediation of social capital was positive and significant. Hence, it can be concluded that improving the school climate not only directly boosts students’ social well-being but also enhances their social well-being by increasing students’ social capital.
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