The study examines secondary school students' perception of the climate in their classrooms with reference to inclusive education. A key objective of the study was also to examine psychometric ...properties of a newly developed Inclusion Climate Scale (ICS). Data were obtained using a paper-pencil survey in which 699 students (age = 10–17 years) from North Rhine-Westphalia (Germany) participated. The results of exploratory factor analysis revealed two factors (Factor I: Teacher Support and Care; Factor II: Emotional Experience). The Inclusion Climate Scale along with the two factors it contains showed satisfactory reliability and validity.
•Examined secondary school students' perception of inclusion climate.•Findings underscore the high psychometric quality of the Inclusion Climate Scale.•The Inclusion Climate Scale has two factors: ‘Teacher support and care’ + ‘Emotional Experience’.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Abstract
Help seeking has traditionally been studied in face‐to‐face settings using self‐report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and ...threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer‐help analytics as well as self‐report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help‐seeking inclinations, help‐seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help‐seeking inclinations, which subsequently affected their help‐seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery‐oriented climate in order to encourage help seeking and improve academic performance.
Practitioner notes
What is already known about this topic
Help seeking is important for academic success.
Due to a variety of individual and contextual factors, students often do not seek help despite the need.
Existing research on help seeking focuses on the face‐to‐face setting and relies on self‐report measures.
Students' help‐seeking inclinations and patterns may differ between in‐person classes and the online environment.
What this paper adds
This study examined help seeking in an online class through self‐report measures and objective analytics data.
This study modelled the structural relationships among the
external
climate of an online class, students'
internal
help‐seeking inclinations, engagement in help seeking, participation in peer help and course performance.
Structural equation modelling found that the goal structure of an online class influenced students' internal help‐seeking inclinations.
Online students' internal help‐seeking inclinations affected their grades through their participation in help seeking.
Implications for practice and/or policy
A mastery‐oriented class climate elicits online learners' positive help‐seeking inclinations while discouraging negative ones.
The design and teaching of online classes should aim to foster a mastery‐oriented climate.
Online classes should offer peer‐help opportunities and encourage student participation, which is conducive to academic performance.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
Introduction: This study aimed to assess the ecological status of the educational environment (online) from the perspective of students in the school of PublicHealth at Shahid Sadoughi University of ...Medical Sciences.
Methods: This was a descriptive cross-sectional study involving 287 undergraduate, graduate, and Ph.D. students from the School of Health, enterd via stratified random sampling. Two questionnaires about the online learning environments that were developed by Kaufmann and Chou were used in the study. The Kaufmann questionnaire included four domains: “instructor behaviors, student connectedness, course structure, and Course Clarity” and Chou’s questionnaire included three domains: "Learning climate, and learning satisfaction". Data were analyzed by SPSS 21 software.
Results: Our findings indicate that students viewed the ecological status of the online learning environment as moderate level. The domain ability and learning environment received a score of 3.2 ± 0.62, satisfaction with learning was rated 3.07 ± 0.73, and general learning atmosphere received a score of 3.05 ± 0.73. The teacher's behavior received 3.8 ± 0.83, the structure of the training course 2.92 ± 1.12, the ease of implementation 3.14±0.98, and the interaction of learners 3.66 ± 0.85.
Conclusion: Online teaching and learning is a complex process that involves various factors such as the instructor's skills, inclusiveness, course structure, and educational design. The ease of implementation and interaction of learners are also important in the learning ecology. Therefore, it is essential to have the necessary infrastructure that facilitates the teaching-learning process when planning for the creation and development of online education.
This study investigated the interplay between the class climate, learning motivation, and learning effectiveness among college students in Xi’an, China. The participants of this study were college ...students in Xi’an, and the data were collected through the convenience sampling method. Out of the 560 distributed questionnaires, 541 valid responses were collected. The collected data were analyzed through item analysis, confirmatory factor analysis, and reliability analysis. The results revealed that there was no significant difference in class climate, learning motivation, and learning effectiveness regarding gender, while grade level demonstrated significant differences in these dimensions. In addition, in the linear regression analysis, class climate, learning motivation, and learning effectiveness all showed significant positive correlations in that class climate and learning motivation had a significant positive impact on learning effectiveness. Within the mediator model including class climate, learning motivation, and learning effectiveness, it was observed that learning motivation exerted a partial mediating effect on the relationship between class climate and learning effectiveness.
Understanding the risk and protective factors that influence the trajectory of depressive symptoms may help schools better support students in adolescence. The present study used a multilevel ...framework to examine the effects of adolescent perceptions of financial strain, academic strain, and class climate on their depressive symptoms in the context of Confucian collectivism and an exam-centered culture. The study also investigated the multi-level moderating effects of students' perceptions of class climate and gender on the association between perceptions of strains and depressive symptoms. Drawing on a sample of 13,087 adolescents aged 12–18 years (mean age = 14.53, SD = 1.228) from 28 counties/districts in China, multilevel analysis was conducted, with demographic factors controlled for. The results revealed that the perceptions of financial strain and academic strain were significantly and positively associated with adolescent depressive symptoms, while class climate was significantly and negatively associated with depressive symptoms. Notably, the association between financial strain and depressive symptoms was moderated by class climate at the class level, the association was weaker in classes with a more positive class climate. Furthermore, the results revealed that academic strain was more positively associated with depressive symptoms among female adolescents than male adolescents. These findings highlight the importance of cultivating adolescents in a class climate with the aim of alleviating the financial strain and academic strain; they also indicate the importance of applying gender-specific efforts in programs with an academic strain and depression focus.
•Financial strain and academic strain were positively associated with adolescent depressive symptoms.•The association between academic strain and depressive symptoms was moderated by class climate at the class level.•Academic strain was more positively associated with depressive symptoms among female adolescents compared to male adolescents.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Proxy records that document the last 2000 years of climate provide evidence for the wide range of the natural climate variability from inter‐annual to secular timescales not captured by the short ...window of recent direct observations. Assessing climate models ability to reproduce such natural variations is crucial to understand climate sensitivity and impacts of future climate change. Paleoclimate data assimilation (PDA) offers a powerful way to extend the short instrumental period by optimally combining the physics described by General Circulation Climate Models (GCMs) with information from available proxy records while taking into account their uncertainties. Here we present a new PDA approach based on a sequential importance resampling (SIR) Particle filter (PF) that uses Linear Inverse Modeling (LIM) as an emulator of several CMIP‐class GCMs. We examine in a perfect‐model framework the skill of the various LIMs to forecast the dynamics of the surface temperatures and provide spatial field reconstructions over the last millennium in a SIR PF. Our results show that the LIMs allow for skillful ensemble forecasts at 1‐year lead‐time based on GCMs dynamical knowledge with best prediction in the tropics and the North Atlantic. The PDA further provides a set of physically consistent spatial fields allowing robust uncertainty quantification related to climate models biases and proxy spatial sampling. Our results indicate that the LIM yields dynamical memory improving climate variability reconstructions and support the use of the LIM as a GCM‐emulator in real reconstruction to propagate large ensembles of particles at low cost in SIR PF.
Plain Language Summary
To detect and attribute anthropogenic climate changes, it is necessary to quantify and understand the wide range of the natural climate variability. The length of the instrumental period is relatively short for investigating slow climate features and their regional impacts. The field of paleoclimate data assimilation offers a way to extend the window of observation and provide physically consistent spatial fields by combining information from both CMIP‐class climate models and proxy records documenting the last 2000 years. These approaches are however confronted with limitations due to the use of expensive global climate models over long periods and the very large number of simulations required to correctly describe the space of possible climate states, which increases exponentially with the dimension of the problem. Here we present a new Proxy Data Assimilation strategy that relies on a statistical model called LIM to reproduce the spatiotemporal dynamics of the surface temperatures simulated by costly CMIP‐class climate models. This climate model emulator is then used to simulate large sets of particles that are optimally combined with the information provided by proxy records to deduce skillful spatial climate fields reconstructions and their low‐frequency variability over the Common Era.
Key Points
Linear inverse modeling trained as emulators of CMIP‐class models produce realistic climate and skillful ensemble forecasts as compared to the host‐based model
An online particle filter incorporating LIMs (SIR‐LIM) overcomes the so‐called data assimilation “curse of dimensionality” problem
SIR‐LIM reconstructions for the last millennium allow for uncertainty quantifications due to climate model biases and proxy spatial sampling
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DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Nursing is a practice-oriented profession, and the goal of education is to cultivate confidence and assertiveness for future clinical practice. Nurturing a professional self-concept at school is ...expecting to help students to approach their success in the nursing profession.
Using a hierarchical model associated with critical thinking, academic achievement, class climate, and work experience, this longitudinal correlational study explored the growth trajectory of professional self-concept over two years in students attending 2- or 4-year baccalaureate nursing programs.
This was a longitudinal and correlational study with five repeated measurements. Questionnaire data were collected by using the Chinese version of the Nurses Self-Concept Instrument (NSCI-C) and the California Critical Thinking Disposition Inventory (CCTDI).
Scores for overall professional self-concept ranged from 84.51 (standard deviation SD 12.34) when the students began this study to 89.28 (SD 11.23) at graduation. Hierarchical linear modeling yielded the growth trajectory of professional self-concept was significantly associated with time (β = 0.93, p < .01), CCTIDI (β = 0.13, p < .001), and class climate (β = 5.20, p < .01). An intraclass correlation coefficient was 55.48%.
This study confirmed the positive growth trajectory of the professional self-concept in the nursing students' two academic years. The continuous development of the professional self-concept of nursing students is encouraged. Development of critical thinking through their studies, feelings of belonging in their classes, and campus culture all contributed to this trend. To construct a comprehensive hierarchical model, future investigations should use large sample sizes from various classes and conduct multisite evaluations.
•The positive growth trajectory of the professional self-concept was found in the baccalaureate nursing students.•In the two academic years, the students’ overall professional self-concept was initially low and varied but grew gradually.•The students had a higher score of the leadership self-concept in the beginning and at the end of the study.•The professional self-concept was associated with students own affective dispositions toward critical thinking and class.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This study aims to determine the influence of class-climate perception and self-efficacy on student engagement. The method used was the quantitative correlational approach with the population was the ...317 Diploma students of Shipbuilding Polytechnic Taruna Surabaya who program Construction Diploma. The results showed that: 1) there is an influence of the class-climate perception on student engagement in Shipbuilding Polytechnic Taruna Surabaya indicated by the value of t statistic was higher than t table (4.279 > 1.980) with a significant 0.000. It means that class-climate perception has a positive and significant relationship with student engagement (as 33.3%); 2) there is an influence of self-efficacy on Student Engagement in the Shipbuilding Polytechnic Taruna Surabaya indicated by the value of tstatistic was higher than t table (3.599 > 1.980) with a significant 0.000. It means that self-efficacy has a direct and significant relationship with student engagement (as 28.0%); and 3) there is a direct and simultaneous influence of both class-climate perception and self-efficacy on student engagement in Shipbuilding Polytechnic Taruna Surabaya indicated by the Fstatistic was higher than Ftable (14.574 > 2.68) with significance of 0.000. It means that there is a positive and direct relationship of class-climate perception and self-efficacy on student engagement. From the calculation indicated that class-climate perception and self-efficacy possibly change the value of student engagement as only 17.5%, while the remaining 82.5% was possibly due to other varibles excluding in this study. In conclusion, to make students actively involve in the class, it can be done by improving the class facilities and infrastructure. Praising and motivating students will grow their self-confidence, so students tend to be more persistant and unhesitant to answer adn fulfill the challenge/task given by teachers.
This study aims to determine the influence of class-climate perception and self-efficacy on student engagement. The method used was the quantitative correlational approach with the population was the ...317 Diploma students of Shipbuilding Polytechnic Taruna Surabaya who program Construction Diploma. The results showed that: 1) there is an influence of the class-climate perception on student engagement in Shipbuilding Polytechnic Taruna Surabaya indicated by the value of t statistic was higher than t table (4.279 > 1.980) with a significant 0.000. It means that class-climate perception has a positive and significant relationship with student engagement (as 33.3%); 2) there is an influence of self-efficacy on Student Engagement in the Shipbuilding Polytechnic Taruna Surabaya indicated by the value of tstatistic was higher than t table (3.599 > 1.980) with a significant 0.000. It means that self-efficacy has a direct and significant relationship with student engagement (as 28.0%); and 3) there is a direct and simultaneous influence of both class-climate perception and self-efficacy on student engagement in Shipbuilding Polytechnic Taruna Surabaya indicated by the Fstatistic was higher than Ftable (14.574 > 2.68) with significance of 0.000. It means that there is a positive and direct relationship of class-climate perception and self-efficacy on student engagement. From the calculation indicated that class-climate perception and self-efficacy possibly change the value of student engagement as only 17.5%, while the remaining 82.5% was possibly due to other varibles excluding in this study. In conclusion, to make students actively involve in the class, it can be done by improving the class facilities and infrastructure. Praising and motivating students will grow their self-confidence, so students tend to be more persistant and unhesitant to answer adn fulfill the challenge/task given by teachers.
The purpose of this study was to examine the correlation between perceived teacher autonomy support (PAS) and student engagement (SE), as well as the mediating role of learning motivation (LM) and ...the moderating role of the class climate (CC) among 1517 college students in Chinese universities. Survey questionnaires were used in gathering data, and the findings revealed that: (1) PAS had a significant positive impact on SE (B=0.966, p<0.001); (2) LM partially mediated the association between PAS and SE (B=0.084, p<0.001); (3) CC moderated the relation between PAS and LM (B=1.895, p<0.001); more specifically, favorable CC strengthened the effect of PAS on LM among college students. From the findings, this study contributes to a better comprehension of the influence of PAS on SE among Chinese college students. It is suggested higher education institutions and teachers should pay attention to college students' PAS, LM, and CC to improve college students' engagement.
