Highlights
The association between school climate and students’ perceptions of unsafety at school was examined.
School climate (SoC and teacher support) was measured both at the individual and at the ...school level.
At the individual level, sense of community and teacher support were negatively associated with unsafety.
At the school level, sense of community was negatively associated with unsafe feelings.
Findings support the need to implement interventions promoting a cohesive school climate.
This study examined the association between two characteristics of school climate (sense of community and teacher support, measured both at the individual and at the school level) and students’ feelings of being unsafe at school. The study involved a sample of 49,638 students aged 10–18 years who participated in the 2010–2012 California Healthy Kids Survey. Using hierarchical linear modeling (HLM), our findings revealed that, at the individual level, students perceiving higher levels of sense of community and teacher support at school were less likely to feel unsafe within the school environment. At the school level, sense of community was negatively associated with unsafe feelings, whereas there was no association between school‐level teacher support and feelings of being unsafe at school.
Democratic school climate, critical reflection, and student participation at school have been linked to the development of civic and political attitudes. The study aims to identify the contribution ...of these characteristics to the development of civic and political attitudes and their impact on students' participation (civic, political, activist, and lifestyle/online). Questionnaire data were collected in two waves with 1589 students from four European countries (Italy, Sweden, Germany, and the Czech Republic). Structural equation modelling tested the effects of school characteristics on different types of participation, mediated by institutional trust, political efficacy, and political interest. The results highlight the importance of opportunities for active involvement and critical reflection in fostering interest, efficacy, and all forms of participation activities. Democratic school climate was found to positively impact institutional trust and efficacy, but not participation. The findings highlight the need for a school environment that invites critical reflection and gives value to students' participation.
Objective
The objective of this study is to investigate whether self‐disclosed disability and self‐reported program access are associated with measures of empathy and burnout in a national sample of ...US medical students.
Methods
The authors obtained data from students who responded to the Association of Medical Colleges (AAMC) Year 2 Questionnaire (Y2Q) in 2019 and 2020. Data included demographic characteristics, personal variables, learning environment indicators, measures of burnout (Oldenburg Burnout Inventory for Medical Students), empathy (Interpersonal Reactivity Index) and disability‐related questions, including self‐reported disability, disability category and program access. Associations between disability status, program access, empathy and burnout were assessed using multivariable logistic regression models accounting for YQ2 demographic, personal‐related and learning environment measures.
Results
Overall, 23 898 (54.2%) provided disability data and were included. Of those, 2438 (10.2%) self‐reported a disability. Most medical students with disabilities (SWD) self‐reported having program access through accommodations (1215 49.8%) or that accommodations were not required for access (824 33.8%). Multivariable models identified that compared with students without disabilities, SWD with and without program access presented higher odds of high exhaustion (1.50 95% CI, 1.34–1.69 and 2.59 95% CI, 1.93–3.49, respectively) and lower odds of low empathy (0.75 95% CI, 0.67–.85 and 0.68 95% CI, 0.52–0.90, respectively). In contrast, multivariable models for disengagement identified that SWD reporting lack of program access presented higher odds of high disengagement compared to students without disabilities (1.43 95% CI, 1.09–1.87, whereas SWD with program access did not (1.09 95% CI, 0.97–1.22).
Conclusions
Despite higher odds of high exhaustion, SWD were less likely to present low empathy regardless of program access, and SWD with program access did not differ from students without disabilities in terms of disengagement. These findings add to our understanding of the characteristics and experiences of SWD including their contributions as empathic future physicians.
Meeks et al. demonstrate that program access is essential for the wellbeing of students with disabilities while showing that they may be more empathic physicians. #DocsWithDisabilities
There is a dearth of research concerning parental discourses on dyslexic children and the particular educational context in which they occur. Dyslexia can be viewed as a socially constructed ...condition, different from its medical definition. Critical realist discourse analysis (CRDA), which emphasises the discovery of the underlying structure and causation of observed events, can facilitate the exploration of its complexities and the multiple underlying mechanisms at work. This article reports on a study, using CRDA to reveal stories that are rarely heard, the interacting factors embedded in the school environment, and the implications for social work practices.
Background
The health and development of school-age children is a contemporary topic of various health policies and programs, which has become even more of a focus in critical situations such as the ...COVID-19 pandemic. The study aims to assess the prevalence of school-age children's participation in fights and bullying in Serbia, and to examine the relevance of students' socio-demographic characteristics and perceptions of school and relations with other students and professors for participation in fights and bullying.
Methods
A secondary analysis of the original data of the 2017 HBSC study is performed on 3267 students in a nationally representative sample of primary and high schools in Serbia. Predictors of taking part in fights and taking part in bullying were examined by using univariate and multivariate logistic regression.
Results
The main results show that 50.8% of boys and 17.1% of girls have taken part in fights, while 17.7% boys and 10.4% of girls have taken part in bullying. Students who felt a large and very large burden of school obligations were 1.43 times more likely to participate in bullying at least once, while they were 1.38 and 2.12 times more likely to participate in multiple fights and 4.04, 1.24, and 2.78 times more likely to participate multiple times in bullying. Fights among school-age children are significantly positively associated with living with relatives/legal guardians and poor quality of life.
Conclusions
The prevalence of participating in at least one fight/bullying is higher than in multiple fights/bullying. These associations suggest a necessity to enhance the monitoring and control of peer behavior among school-age children. The findings of the study imply key enablers of protection, such as building relationships based on team spirit and work, friendly behavior, empathy, and help, which should be included in the value system of school and family activities in programs to combat fights and bullying in school-age children.
Key messages
* In Serbia, every second boy and every fifth girl participated in fights, while less than every fifth boy and every tenth girl participated in bullying.
* Study results can inform school and healthcare actors' efforts to improve school-age children's development and health capacity for life.
Verbal aggressive behavior is a negative behavior that is often found in everyday life. Researchers found verbal forms of student behavior when communicating with friends such as taunting friends by ...mentioning the name of a parent, hurting a friend by calling him an illegitimate child, and speaking harshly to the teacher. This study aims to determine whether there is an influence of the school environment on students' verbal aggressive behavior in communication. The population of this research is VIII grade students. The research sample of 160 people were selected using the Stratified Random Sampling technique. Data analysis using correlational product moment with the results of r_count of 0.328 and r_tabel value of 0.148 or in other words r_count> r_tabel = 0.328> 0.148. This shows the influence of the school environment on students' verbal aggressive behavior in communication.
A quality teacher-student relationship facilitates students' psychological wellbeing, but the mechanism underlying this relationship remains unclear. To address this issue, we investigated the role ...of a supportive school climate in the link between teacher-student relationships
and college students' psychological well-being. We used a paper-based questionnaire to collect data from 318 students enrolled in three universities in west China, and used Amos 22.0 software to establish a structural equation model. The results indicated there was a significant positive link
between teacher-student relationships and students' psychological well-being, and that supportive school climate partially mediated this link. This study extends the conclusions of prior research and provides new insights into how teacher-student relationships affect the psychological
well-being of college students.
An intelligent tutoring system is used as an efficient self-learning tutor, where decisions are based on the affective state of the user. These detected emotions are what experts call basic emotions ...and the best-known recognition technique is the recognition of facial expressions. A convolutional neural network (CNN) can be used to identify emotions through facial gestures with very high precision. One problem with convolutional networks, however, is the high number of hyperparameters to define, which can range from a hundred to a thousand. This problem is usually solved by an expert experience combined with trial and error optimization. In this work, we propose a methodology using genetic algorithms for the optimization of hyperparameters of a CNN, used to identify the affective state of a person. In addition, we present the optimized network embedded into an intelligent tutoring system running on a mobile phone. The training process of the CNN was carried out on a PC with a GPU and the trained neural network was embedded into a mobile environment. The results show an improvement of 8% (from 74 to 82%) with genetic algorithms compared to a previous work that utilized a trial and error method.
The purpose of this study is to measure the level of self-regulated students obtained from their academic achievements when learning to use Moodle virtual learning environment (VLE) in the practice ...of the solar system. This study involved 37 students of grade IX junior high school in Paiton Probolinggo, of which 18 students in the experimental group studied using Moodle Virtual Learning Environment (VLE), and 19 students in the control group who studied with conventional learning. In this study, students' self-regulated measures were measured using a 4-point Likert scale. The results of this study indicate that the level of self-regulated students who learn to use Moodle virtual learning environment (VLE) is higher than students who study conventionally.
The cross-sectional study aimed to investigate the career adaptability and its associated factors among 431 student nurses. Participants completed questionnaires on demographics, career adaptability, ...adversity quotient, clinical learning environment and social support. Findings revealed that student nurses' adversity quotients, individualized clinical learning environment, and family social support associated positively with their degree of career adaptability, even after multiple adjustments. Additionally, career adaptability scores were higher among associate degree student nurses and those who had served as student leaders. These findings may provide referable evidence for schools and educators to improve student nurses' career adaptability.
•We investigated career adaptability among 431 student nurses.•Students with associate degree and leader experience had better career adaptability.•Adversity quotient of students was positively associated with career adaptability.•Clinical learning environment was positively associated with career adaptability.•Family social support was positively associated with career adaptability.
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