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Descriptors:
Foreign Countries; Developing Nations; Social Indicators; Student Surveys; Least Squares Statistics; Predictive Measurement; Learner Engagement; Secondary School Students; Coping; Friendship; Goodness of Fit; Sociometric Techniques; Social Influences; Social Environment; Quality of Life; Psychometrics; Statistical Analysis; Questionnaires; Correlation; Predictor Variables; School Attitudes; Student School Relationship

Abstract:
This study aims to examine an untested research model that explains the direct- and indirect influences of Academic Coping, Friendship Quality, and Student Engagement on Student Quality of School Life. This study employed the quantitative-based cross-sectional survey method. The sample consisted of 2400 Malaysian secondary Form Four students chosen equally from 50 schools using Multistage Stratified Cluster Sampling procedure. Self-reported questionnaire was administered. The data was analyzed with Partial Least Square approach using SmartPLS 2.0. Findings showed that Academic Coping, Student Engagement, and Friendship Quality significantly explained about 46% of variance in Student Quality of School Life. Student Engagement also contributed approximately 44% of variance in mediating the relationship between Academic Coping and Student Quality of School Life; and approximately 67% of variance between Friendship Quality and Student Quality of School Life. Findings indicated the predictability of the model in terms of predictive relevance and global goodness of fit. Limitations and suggestions for future studies are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Effectiveness; Adolescents; Risk; Health Behavior; Task Analysis; Intervention; Program Evaluation; Behavior Change; Student School Relationship; Program Descriptions; Measurement

Abstract:
School connectedness has a significant impact on adolescent outcomes, including reducing risk-taking behavior. This paper critically examines the literature on school-based programs targeting increased connectedness for reductions in risk taking. Fourteen articles describing seven different school-based programs were reviewed. Programs drew on a range of theories to increase school connectedness, and evaluations conducted for the majority of programs demonstrated positive changes in school connectedness, risk behavior, or a combination of the two. Many of the reviewed programs involved widespread school system change, however, which is frequently a complex and time-consuming task. Future research is needed to examine the extent of intervention complexity required to result in change. This review also showed a lack of consistency in the definitions and measurement of connectedness as well as few mediation analyses testing assumptions of impact on risk-taking behavior through increases in school connectedness. Additionally, this review revealed very limited evaluation of the elements of multicomponent programs that are most effective in increasing school connectedness and reducing adolescent risk taking. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Failure; Adolescents; Foreign Countries; High School Students; Student School Relationship; Academic Achievement; Role; Prevention; Longitudinal Studies; Correlation; Attachment Behavior; Statistical Analysis; Learner Engagement

Abstract:
School engagement, or the extent to which students are involved in, attached and committed to the academic and social activities in school, plays a prominent role in preventing academic failure, promoting competence, and influencing a wide range of adolescent outcomes. Although the multidimensional nature of school engagement is well-recognized, how the three purported parts of the construct work together is largely unknown. By using data from the longitudinal, 4-H study of Positive Youth Development, involving a sample of 1,029 adolescents (67.7% female; mean age at Grade 9 = 14.92 years; 74.4% of participants were European American, 5.2% were Latino/a, 7.3% were African American), the current study examined the interrelationships of behavioral, emotional, and cognitive aspects of school engagement over three years in adolescence (Grades 9-11). We used autoregressive lagged effects models to assess the relationships among the three engagement constructs. Results indicated that behavioral and emotional engagement were related bidirectionally (each variable was a basis and an outcome of the other). In addition, behavioral engagement influenced cognitive engagement (but the reverse of this relation was not found). Implications for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Motivation; Evidence; Drinking; School Policy; College Freshmen; Peer Influence; Student Motivation; Friendship; Academic Achievement; Correlation; College Students; Hypothesis Testing; Path Analysis; Attachment Behavior; Student School Relationship; Gender Differences

Abstract:
Previous studies suggest that social relations can increase one's motivation to learn in school. However, other evidence showed that having more friends may also distract from one's academic involvement. To understand the mechanisms behind this apparent contradiction, this study identified and tested the effects of a potentially important positive and negative mediator between social relations and academic motivation. A total of 226 university students were used to test the hypothesized path model. Results showed that the impact of social relations on students' academic motivation was negatively mediated by alcohol use, but positively mediated by their place attachment to the university, although the model fit differed for women and men. Implications for social relations, school policy and freshman orientation programs are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Active Learning; Student Attitudes; Leisure Education; Role; College Credits; Student School Relationship; Self Concept; Course Descriptions; College Students

Abstract:
As universities and colleges continue to seek out ways to improve student engagement on their campuses, attention has been given to the role that on-campus leisure opportunities can play in developing this engagement. Yet, little research has analyzed the influence of leisure education on student engagement in the higher education setting. The purpose of this study was to explore how for-credit Leisure Skills classes at a mid-sized southeastern university may build engagement. The results indicate that leisure education provides a uniquely positioned environment for building students' sense of engagement with their institution through an enhanced sense of community, enhanced sense of self, and active learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Environment; College Housing; Academic Persistence; Intellectual Development; Interpersonal Relationship; Student Participation; Universities; Dormitories; Student School Relationship; Educational Strategies; College Students

Abstract:
With goals of fostering an intellectual atmosphere, building relationships, and increasing students' involvement on campus--and, ultimately, their rates of retention--universities around the country, including Elon, Michigan State, and Southern Methodist, are looking to residence life. House systems, residential neighborhoods, and living-learning programs, they hope, will connect students' learning in and out of class. The idea is to make the campus feel more intimate and to foster an intellectual atmosphere and increase students' involvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Refugees; Well Being; Foreign Countries; Internet; Young Adults; High School Students; School Culture; School Role; Acculturation; Social Integration; Educational Experience; Personal Narratives; Student School Relationship; Academic Achievement; Student Attitudes

Abstract:
Schools are often the first point of contact for young refugees resettling in Australia and play a significant role in establishing meaningful connections to Australian society and a sense of belonging in Australia (Olliff in "Settling in: How do refugee young people fair within Australia's settlement system?" Centre for Multicultural Youth Issues, Melbourne. http//:www.cmyi.net.au/ResearchandPolicy. Accessed 21 June 2010, 2007; Gifford et al. in: "Good Starts for recently arrived youth with refugee backgrounds: Promoting wellbeing in the first three years of settlement in Melbourne, Australia." Melbourne: La Trobe Refugee Research Centre. http://www.latrobe.edu.au/larrc/documents-larrc/reports/report-good-starts.pdf. Accessed 4 June 2011, 2009; Sidhu and Taylor in: "Educational provision for refugee youth in Australia: Left to chance?" "Journal of Sociology," 43(3), 283-300, 2007). However, too little is known of how refugee youth encounter school in their new country. This article draws upon individual narratives of young former refugee's experiences of high schools. It explores the stories told by the young people of being identified as different and of negotiating ways of belonging in schools both academically and socially. It argues that it is how the school positions the newly arrived refugee students within mainstream school culture that opens up or restricts opportunities for inclusion in all aspects of school (in culture and pedagogy). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Culture; Inclusion; Social Attitudes; Homosexuality; Sexual Orientation; Sexual Identity; Social Bias; Gender Issues; Best Practices; Bullying; Educational Policy; Educational Environment; Social Support Groups; Prosocial Behavior; Teacher Student Relationship; Student School Relationship; Administrator Responsibility; Educational Practices

Abstract:
Schools are places of learning and also miniature societies. The climate of a school has a direct impact on both how well students learn and how well they interact with their peers. Teachers and administrators work hard to make their classrooms welcoming places where each student feels included. But despite these efforts, students who are--or who are perceived to be--lesbian, gay, bisexual and/or transgender (LGBT) continue to face a harsh reality. Studies have shown that creating a supportive environment for LGBT students improves educational outcomes for all students, not just those who may identify as LGBT. And remember, it's not about politics--it's about supporting students. Any educator, regardless of his personal beliefs, can be a resource for LGBT students. It all starts with awareness. Often educators are unsure how to support their LGBT students in a meaningful way. These best practices were compiled to give school leaders the knowledge they need to create a climate in which their most vulnerable students feel safe and valued. Through inclusive policies and nurturing practices, administrators, counselors and teachers have the power to build an educational environment that is truly welcoming to all students. (Contains 5 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Student Attitudes; Foreign Countries; Educational Experience; International Schools; School Culture; Institutional Mission; Student School Relationship

Abstract:
An engaging education attends to how students perceive and experience schooling. This article uses data, collected as part of a mixed-methods PhD study of the conditions that make international schools engaging places for students, to explore the school culture and community contexts that impact student engagement. The twin notions of "institutional habitus" and "encapsulated-inclusive" school missions focus the discussion. The findings are expected to be of relevance to those decision makers and practitioners interested in enhancing international school environments by achieving a better fit between students and the school. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Structural Equation Models; Life Satisfaction; Factor Analysis; Well Being; Adolescents; Student Attitudes; Peer Relationship; Teacher Student Relationship; Social Indicators; Sociometric Techniques; Social Influences; Social Environment; Psychometrics; Measures (Individuals); Statistical Analysis; Correlation; Predictor Variables; Cross Cultural Studies; Positive Attitudes; School Attitudes; Student School Relationship

Abstract:
This paper presents results from two samples of adolescents aged 13-16 from Romania and Spain (N = 930 + 1,945 = 2,875). The original 7-item version of the Personal Well-Being Index (PWI) was used, together with an item on overall life satisfaction (OLS) and a set of six items related to satisfaction with school. A confirmatory factor analysis of the six school satisfaction items shows good fit statistics when relating them to a latent variable. However, said latent variable does not show a good fit when related to the OLS or the PWI. Tests have led to the conclusion that the item that best summarises satisfaction with school is "satisfaction with my life as a student". Adding this item to the PWI-7 has shown a good fit with Structural Equation Modeling and higher standardised loading on the OLS. The analysis developed here, while confirming that the inclusion of a domain on satisfaction with school life contributes to the PWI with unique variance (2.5 % in this research), also offers an explanation for the surprising results obtained for adolescents in other countries (e.g. in Australia, Tomyn and Cummins in "Soc Indicat Res" 101(3):405-418 2010) by showing that satisfaction with friends at school and satisfaction with classmates did not significantly contribute to satisfaction with school. Our results suggest that school satisfaction is highly related to satisfaction with teachers, but weakly related to overall life satisfaction, while satisfaction with school friends and satisfaction with classmates are highly related to overall life satisfaction, but weakly related to satisfaction with school. Satisfaction with life as a student seems to be the item that best reconciles this "paradox" (in adults' eyes), at least with our samples of Romanian and Spanish adolescents. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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