Preschoolers’ and first graders’ reasons for liking or avoiding school

Sak, İkbal Tuba Şahin

doi:10.1080/03004279.2018.1537300

Cited by 3 publications

(5 citation statements)

References 27 publications

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“…The results showed that students generally drew themselves playing with their friends in schoolyards, and their drawings often reflected that they felt happy at school while playing with their friends. Playing with friends at school was one of the main reasons for first graders' happiness at school (Şahin-Sak, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The clues regarding perceptions of school as a learning environment were not found often in students' drawings; nonetheless, it was clearly seen in their statements that they felt happy because of learning new things at school. Several other studies also emphasized the school's role as a place of enlightenment and information (Balcı, 1999;Şahin-Sak, 2019). Learning new things at school was cited as one of the reasons for liking school, and students who like and enjoy school are likely to study harder, leading to better performance (Şahin-Sak, 2019;Valeski & Stipek, 2001).…”

Section: Discussionmentioning

confidence: 99%

“…Several other studies also emphasized the school's role as a place of enlightenment and information (Balcı, 1999;Şahin-Sak, 2019). Learning new things at school was cited as one of the reasons for liking school, and students who like and enjoy school are likely to study harder, leading to better performance (Şahin-Sak, 2019;Valeski & Stipek, 2001). Still, in consideration of drawings as an effective means of becoming better informed about children's inner worlds (Malchiodi, 1998;Yavuzer, 2011), students' drawings can say a lot about how school was indeed perceived no matter what they mentioned in the interviews.…”

Section: Discussionmentioning

confidence: 99%

“…In this study, drawings were used as an important tool to gain insight into students' feelings and perceptions toward school, to reveal how students at three schools located in at three schools in Turkey with low, middle, and high SES perceived school and what their feelings about school were. Several studies have investigated students' approaches to school, such as whether they like school (Şahin-Sak, 2019), their feelings about school (Valeski & Stipek, 2001), and the association between perception of the school environment and SES (Shackleton et al, 2018). Also, a study conducted by Yildiz (2012) approached the concept of school and used drawings to determine primary school students' perceptions of school.…”

Section: Introductionmentioning

confidence: 99%

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Investigation of First Grade Students Feelings towards and Perceptions of School: A Phenomenological Study

Cevikbas¹

2021

iejee

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The purpose of this study is to examine first-grade students' feelings and perceptions toward school in three elementary schools with different socioeconomic status levels in Turkey. This qualitatively oriented multiple case study used students' drawings and semi-structured interviews as data collection methods. The findings of the study revealed that students perceived school as a playground, a happy place, a social environment, a physical environment, a learning or an unfriendly environment. In this study, several differences and similarities with respect to students' feelings and perceptions toward school are presented and discussed based on the schools from different socioeconomic levels. Implications and recommendations for teachers and school administrators are provided to promote the design of a school environment tailored to first-graders' needs and interests.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigation of First Grade Students Feelings towards and Perceptions of School: A Phenomenological Study

Cevikbas¹

2021

iejee

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“…In ‘What is a child? ', Schapiro () characterises childhood as a predicament in which young children are undeveloped agents who are vulnerable and lack knowledge and experience. This conception results in children's perspectives being marginalised and research has primarily been done on children, rather than with children (Coyne & Carter, ).…”

Section: Theoretical Considerationsmentioning

confidence: 99%

The association between private tutoring and access to grammar schools: Voices of Year 6 pupils and teachers in south‐east England

Hajar

2019

British Educational Res J

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England has experienced recent growth in the prevalence of private tutoring (PT). The qualitative study reported in this article aims to explore the perceptions of 14 Year 6 pupils and their teachers from three state-maintained primary schools in East Kent on PT participation and its impact on grammar school admissions. Data were collected through individual and focus group interviews and pupils' drawings. The data revealed that teachers were not totally aware of the scale of PT in their classes and ascribed PT merely to parental decision to prepare their child to pass the 11-plus, grammar school entrance test. However, some pupils indicated that they shared in the decision to have PT, affirming that it was not only for 11-plus test familiarisation and practice. PT also contributed to greater pupil confidence, involvement and enthusiasm for learning, together with improvement in social interactive skills (i.e. intangible benefits). Both teachers and pupils also explained the disadvantages of PT, including the psychological and financial burdens on the whole family and changing the playing field level. Teachers proposed some solutions to help Year 6 pupils without PT. From this qualitative study, pedagogical implications as well as areas for ongoing research are suggested.

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Validação do School Liking and Avoidance Questionnaire para a população Portuguesa

2020

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Este artigo apresenta o estudo de validação das versões portuguesas da Escala de Gosto pela Escola e Evitamento Escolar (SLAQ) para a crianças e para pais. Esta escala pretende avaliar o grau em que a criança gosta e evita a escola, na perspetiva da mesma e dos pais. A amostra é constituída por 394 alunos, do 2º ao 4º ano de escolaridade e respetivos pais. Na versão para crianças, a análise fatorial confirmatória revela uma estrutura bifatorial (Gosto pela Escola e Evitamento Escolar) equivalente à versão original e uma elevada consistência interna. Na versão para pais, não se verificou um ajustamento adequado entre os dados e a estrutura bifatorial original. Da análise fatorial exploratória, surgiu um ajustamento mais adequado de um modelo tri-fatorial da versão para pais (Gosto pela Escola; Evitamento Escolar; Comunicação sobre a Escola), com níveis bons de consistência interna.

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Preschoolers’ and first graders’ reasons for liking or avoiding school

Cited by 3 publications

References 27 publications

Investigation of First Grade Students Feelings towards and Perceptions of School: A Phenomenological Study

Investigation of First Grade Students Feelings towards and Perceptions of School: A Phenomenological Study

The association between private tutoring and access to grammar schools: Voices of Year 6 pupils and teachers in south‐east England

Validação do School Liking and Avoidance Questionnaire para a população Portuguesa

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