School climate as the determinant of the relationship between the level of students’ resilience and school satisfaction

Abstract

Resilience is an individual’s capacity to recover, adapt, and keep mental balance and normal functioning when exposed to significant adversity. This competence plays an important role in one’s life because it increases the probability of achieving success in various spheres of life. Schools can foster students’ resilience by providing a positive school environment and a sufficient number of protective factors, but it is the subjective interpretation of conditions and experiences rather than the exposure to them that is significant. The main objective of this research was to study to what extent school satisfaction, i.e. subjective interpretation of the school climate, influenced the level of students’ resilience. Not all our findings are compatible with the results of other studies. Despite the limits of our research, its results can serve as a basis for further work as not much has been done in the field of resilience research in Slovakia.

Risk and Protective Factors in the Life of Youth in Relation to Resilience

“…Most commonly, it is understood as an individual's capacity to recover, adapt, and keep mental balance and normal functioning when exposed to significant adversity or a personal crisis, i.e. the sum of such attitudes, behaviour and external factors that help people adapt to changing conditions and meet new challenges (Tamášová & Barnová, 2011;Barnová & Gabrhelová, 2017). An interesting finding is that there is a link between psychological resilience and creativity (Szobiová, 2013;Filkorová & Szobiová, 2013) -highly creative and highly resilient individuals share several characteristics, e.g.…”

Creativity in Organizational Environment

“…Work environment and its impact on the creativity of employees or the effects of climate on creativity in an environment were also examined by several authors in Slovakia and the Czech Republic (e.g. Fichnová, 2013;Jurčová, 1995;Kolajová, 2009;Mikuláštik, 2010;Tamášová & Barnová, 2011). Zelina and Jaššová (1984) distinguished the factors for and against creativity.…”

Faktor Pelindung Resiliensi Akademik Siswa Sekolah Menengah Atas Seminari Menengah Di Indonesia

“…Dengan demikian dapat disimpulkan bahwa terdapat hubungan yang signifikan dan positif antara iklim sekolah dengan resiliensi akademik. Ini sejalan dengan temuan penelitian (Tamášová & Barnová, 2011) (Tamášová & Barnová, 2011), yang menyebutkan bahwa terdapat hubungan yang signifikan antara iklim sekolah dan resiliensi resiliensi akademik di Slovakia. Sebuah penelitian lain di Amerika menemukan bahwa perbaikan iklim sekolah yang melibatkan siswa dan orang tua serta staf sekolah berkorelasi positif dengan resiliensi akademik (Cohen, 2013).…”