(BOOK) COMPARATIVE STUDY OF SOCIAL AND EMOTIONAL INTELLIGENCE AS FUNCTION OF SOCIO-EMOTIONAL CLIMATE OF SCHOOLS (original) (raw)

Children Experience in School Life and Its Association with Wellbeing

2016

School has a great influence on the development of children, because children spend most of their time in school. As the children endure various experiences during the school, those experiences may bring both positive and negative emotions. Positive emotions is associated with the children wellbeing that can affect a child's ability to participate and be bound by the school. This experience will have a vital role in the lives of children and determine their future in association with the academic, social, and also work sphere. This study aimed to describe the children experiences during the school day, school-related feelings and experiences related to bullying. Data were collected through a survey on 258 primary school children in grades 4 and 5 in Yogyakarta. Data analysis with qualitative descriptive showed that children experience positive and negative emotions associated with the school due to some external factors items, namely relations with peers in school, learning acti...

Influence of School Environment on Students Outcomes at Secondary Level

American Based Research Journal, 2018

Education plays a vital role in uplifting economic development of the country. It helps to reform a nation or society for the betterment of human life. The main aim of the study was to know the effects of the school environment on students' performance at the secondary level. The study was descriptive in nature. The sample of the study consisted of 36 schools, 12 schools from each district of Sahiwal division. Total 180 teachers were selected as the respondents. The self-developed questionnaire was used as a research instrument. It was found that the school environment, discipline and physical facilities of school have serious effects on students' performance. The different measures of school environment like conducive classroom environment, peaceful classroom environment, peaceful school environment, safe and secure school environment, teaching techniques, professional qualification of teachers, peer groups, classroom activities, physical facilities (electricity, drinking water, audio visual aids, school building, school furniture), absenteeism, preparation of lesson plans, malpractices during examinations, illegal funds collection, school discipline affects students' personality, good behavior between school and society, teacher students' relationship, school visits and teachers' attitude affects students' learning. Introduction The environment is the totality of what we live in, natural, or constructed spiral, man-made machines, scientific appliances, equipment and natural conditions such as air, water, and land which directly and indirectly affect human beings. The school environment is the result of the interaction of teachers-students' relationship, teachers' academic and professional qualification, teachers' teaching experience, availability and utilization of physical facilities and learning materials, as well as socioeconomic background of students and other activities undertaken for achieving its objectives. It includes classrooms, science laboratories, workshops, libraries, gardens, playgrounds and equipment, etc. to the schools. Entwisle (2018) described that the environment plays a vital role in the personality development of the students. A proper and conducive environment is very much necessary for fruitful learning of the children. Especially home and educational institutions should provide necessary stimulus for the learning experience. The child spends most of his time in school, and here his environment is exerting a different influence on performance through curricula, teaching techniques, and relationship. As students are the backbones of the nation, it is important to maintain a healthy school environment. Mick (2011) stated that school environment consists of many areas including school settings, the safety of students, teachers, head and services supporting staff, plants, physical and instructional facilities, fairness and adequacy of disciplinary procedures. It also includes an attractive school building, properly ventilated classrooms with required electric appliances, well equipped laboratory, library, sufficient furniture, audiovisual aids, hygienic conditions, and playground, etc. It helps in energizing and speeding up the whole process of education and can play a leading role for personality development of children. It also helps in improving teaching and learning process. Maintenance of discipline in classes and educational institutions is the action taken by a teacher or the school heads towards a student/ students when their behavior disrupts the ongoing educational activity or breaks the rules and regulations. It helps to control the wrong done by the students, or they cross their limits. It indicates expected standards of clothing, timekeeping, social conduct, moral and ethical values. It is an

Positive School Climate (A Theoretical Empirical Conspectus)

Acta Technologica Dubnicae, 2015

A school climate is the product of a specific social group. It influences the work of both teachers and students; it is a reflection of the objective reality in schools. It is experienced, evaluated and perceived by the actors of school life subjectively. In agreement with the current approaches to education (neuropedagogy, neuroscience), the importance of a positive school climate is accentuated. It is a part of school environment in the emotional, social and physical contexts. We put an accent on the interconnection and mutual determination of the climate and some selected determinants - inappropriate behaviour, interaction and safe educational environment. Nowadays, the notion of the school climate is joined with the adjective “optimal”. Based on the undertaken research, we make a conspectus of empirical findings which are related to school environment and school climate.

Effect of School Culture on Psycho-Social Development of Students Amruta Gokhale

In today's era, demands of globalization and new complex structure of society are continuously stressing the need for all-round development of children. . As well as development of one's competence to deal effectively with conflicting life situations and stressful events has become a matter of concern for experts in the field. Research in the field has highlighted the dynamic importance of school culture on the emotional, social, intellectual development of growing children.

Factors contributing to the emotional well-being of schoolchildren

Perspectives of Science & Education, 2023

Problem and aim. Currently, one can observe a number of changes in all areas of modern life, which in turn shifts the requirements for the education system. In order to advance academic achievement and develop a balanced personality of a student it is imperative to create appropriate conditions. The key resource here is primarily the emotional background having prevalence at school along with the indicators of the emotional well-being of all the participants of educational relations. The aim of the research is to carry out an analytical review and synthesis of the results of psychological research on emotional well-being in order to determine the factors contributing to the emotional well-being of schoolchildren based on the findings. Materials and methods. The methodical toolset of this study comprises the analytical review of scholarly literature, namely the systematic, comparative, and logical analysis of contemporary approaches to the emotional well-being of schoolchildren. The theoretical and methodological background of the study is presented by the Ecological Systems Theory by U. Bronfenbrenner and the concept of social and emotional well-being by M. Hamilton and G. Redmond. Results. The emotional well-being of schoolchildren is a stable position of a child in an educational environment with a positive tendency to satisfy age-appropriate needs, to recognize one’s emotional experiences, and to possess skills of their regulation. The analysis of scholarly literature distinguishes two groups of factors of the emotional well-being of schoolchildren. These factors are based on two interdependent areas: the personal dimension (personality and emotion attributes) and the environment dimension (various influential areas such as the family, educational establishments, community). Conclusion. What is academically novel about the results is how the factors contributing to the well-being of schoolchildren are systematized. The obtained factors may form the basis of the design of a further psychological study. The empirical data will aid in defining the features of the emotional well-being of schoolchildren and thus contrive the ways to control and develop it.

Relation Between the School Environment and the Children's Behaviour

The Open Education Journal, 2012

The aim of this study was to investigate the behavioural outcomes in outdoor education compared with the traditional indoor school condition. 12 children were observed intensively during three days with outdoor education and four days with the indoor condition. Results showed that different organization of the educational environment affected the children's behaviour in various ways, such as levels of physical activity, concentration, being at ease in the situation, verbal and motor agitation, emotional expressions and communication. Outdoor education influenced behavioural changes in a positive direction. During outdoor education, there were only minor differences between leisure time and pedagogical time, with the most desired result in leisure time. In classroom, the difference was enormous, with the most desired results in leisure time.

School Climate. Oxford Education Encyclopedia

Educational practitioners and researchers have increasingly recognized the importance of the context in which learning occurs, particularly the influence of school climate on students' academic, social, and emotional outcomes. School climate is based on the subjective experiences of school life for students, staff members, school leaders, parents, and the entire school community. A school's climate reflects its norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. A large body of evidence connects a positive school climate to improvements in children's learning and healthy development in school. A positive school climate is also an essential component within comprehensive school improvement processes. Nonetheless, the divergence and disagreement in defining and measuring school climate in the literature are evident. There is a major interest in school climate improvement and school climate policy. However, the policy context that supports school climate varies considerably across the United States and internationally. Clarification regarding the dimensions of school climate and continued research on how a positive school climate contributes to both school and student outcomes remain important.