School Environments and Elementary School Children’s Well-Being in Northwestern Mexico

Abstract

School environment refers to the set of relationships that occur among members of a school community that are determined by structural, personal, and functional factors of the educational institution, which provide distinctiveness to schools. The school environment is an important factor when evaluating student well-being. Previous findings have shown that variables such as physical, academic, and social dimensions influence school environments. This research seeks to explain the relationship between school environment and the well-being of primary education students. To carry out this research, a total of 405 students from four public elementary schools in northwestern Mexico were selected to participate. The instrument used to measure the variables and the relationship of school environment and well-being is based on the three dimensions of school environment proposed by Kutsyuruba et al. (2015): Physical, social, and academic. Statistical analyses were carried out to determine the reliability and validity of the measurement scales using SPSS V20 and EQS software. Confirmatory factor analysis models were tested to determine the construct validity of each scale; then, an analysis via structural equation modeling was made to form an explanatory model obtaining acceptable practical and statistical indicators. Among the relationships in this study, our research identified the variable of school environments as an outcome determined by physical, academic, and social factors. School environment and student well-being variables were also found to be correlated.

Analyses of the Factor Structure and Item Measurement Bias of a School Climate Scale in Chilean Students

“…The evaluation of model-data fit was analysed using the comparative fit index (CFI; Bentler, 1990), Tucker-Lewis index (TLI; Bentler and Bonett, 1980;Tucker and Lewis, 1973), and the root mean square error of approximation (RMSEA; Steiger, 1990;Steiger and Lind, 1980). RMSEA is an absolute fit index in that it assesses how far a hypothesized model is from a perfect model.…”

“…Some studies have analyzed the factor structure and measurement bias in non-cognitive tests (Prati et al, 2017;Lombardi et al, 2019;Tapia-Fonllem et al, 2020). A review of published studies until 2015 using school climate instruments that have been tested psychometrically is found in Ramelow et al (2015).…”

Educating Through Attentional States of Consciousness, an Effective Way to Develop Creative Potential?

“…Thus, promoting education for responsible creativity means first and foremost training teachers in mindfulness, flow, mind wandering and ethics embodiment (Hagège, 2019) and focusing on new kinds of learning skills, such as psychosocial skills (e.g., creative thinking, regulation of emotions, regulation of stress, decision making, values ranking). Moreover, we know that school, family and classroom environments can influence children's academic performance, well-being, attention and social behavior (Day et al, 2015;Berman et al, 2018;Massonnié et al, 2019;Tapia-Fonllem et al, 2020;Molina Roldán et al, 2021).…”

Impact of Bullying on Psychosocial Adjustment of School-Aged Children in Nigeria

“…However, while in school students socialize with one another and interact in groups to engage in learning exercises. Nonetheless; Tapia, Fraijo, Corral, Garza and Moreno (2020) establishes that students cannot adequately develop, socially, intellectually, emotionally and physically if they do not have the right perception of the school environment and if they do not conceive the school as a friendly, safe and secure institution of learning. However, consistent with Fajoju (2009) who opined that only few students can adjust harmoniously while socializing with their school mates without experiencing violence and one form of bully tendencies or the other.…”