School-level factors associated with teacher connectedness: a multilevel analysis of the structural and relational school determinants of young people’s health

Tang

Psychology in the Schools

et al. 2023

The present study investigated how students' attitudes toward bullying were influenced simultaneously by personal and contextual factors in Mainland China, Hong Kong, and Taipei. Participants included 25,338 students (15‐year‐olds, from grade 7 to 12) and 663 schools from Mainland China, Hong Kong, and Taipei drawn from the Program for International Student Assessment 2018. Multilevel structural equation modeling with Bayesian estimation was conducted for data analysis. The results showed that, for personal factors, girls had stronger anti‐bullying attitudes than boys in each sample. Resilience and self‐efficacy predicted students' anti‐bullying attitudes positively and significantly in all three regions. For family contextual factors, parents' emotional support had positive effects on students' attitudes toward bullying in three regions. For school contextual factors, there was no consistent result among the three regions. School location and school belonging were positive predictors of students' anti‐bullying attitudes in Mainland China. By contrast, class size and student behavior hindering learning negatively correlated with students' anti‐bullying attitudes in Hong Kong. In Taipei, students in public schools were more likely to form anti‐bullying attitudes, and a positive association was found between the student–teacher ratio and students' attitudes toward bullying. Distinguishing the commonalities and differences in the factors influencing students' attitudes toward bullying in Mainland China, Hong Kong, and Taipei provides empirical evidence to understand school bullying prevention and control mechanism.

Section: Discussioncontrasting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Factors influencing students' attitudes toward bullying: A multilevel analysis from Mainland China, Hong Kong, and Taipei

Tang

Psychology in the Schools

et al. 2023

“…In this aspect, the humanization of communication in educational work is the basis of effective child development. It ensures the formation of ideas about a person's human dignity, attention and respect for others, and the development of a mechanism of perception and understanding of others (García-Moya et al, 2018), (García-Moya, Brooks & Spencer, 2018.…”

Section: Discussionmentioning

confidence: 99%

Humanization of Relationships between Teachers and Students in Educational Work

Revenko,

Popova,

Hvozdyak

et al. 2023

KJHSS

Studying tendencies in the transformation of the educational system, which are currently taking place in both primary and secondary schools around the world, revealed an urgent need for the further development of the humanization of education. The humanization of personally oriented relationships between teachers and students in the educational process of primary and secondary schools as the fundamental of the national education system and the environment for developing the younger generation is the most efficient way to strengthen the humanitarian component in the educational process, as shown by the evaluation of the current educational system. The purpose of the academic paper is to highlight the concept, components and main features of the process of humanizing the relationship between teachers and students in the process of educational activities, as well as clarifying the most effective directions for optimizing the humanization of relations between teachers and education seekers. Methodology. While conducting the research, the analytical and bibliographic method was used to study the scientific literature on humanizing relations in the learning process. At the same time, analysis, synthesis and generalization of information were applied to study and process data. By the way, the research authors also conducted a questionnaire in online mode to practically clarify the most important issues related to organizing educational work on the basis of its humanization. Results. Based on the research results, the primary and most significant theoretical aspects of the issue of the humanitarian approach to relations in the learning process were established. The standpoints of scientists, teachers and educational methodologists regarding the key aspects of this issue were investigated.

“…Thus, a variety of research on adolescents' connectedness was conducted in many disciplines related to health [6,7], education [8,10] and also those related to ethnic identity [11]. In social sciences, many researchers, for instance, are more interested in studying adolescent connectedness in a school system ecology that targets students' and teachers' relationships [8,12]. Meanwhile, family connectedness focuses more on parents, siblings, and family members [11,13].…”

Section: Introductionmentioning

confidence: 99%

Adolescent Connectedness: Testing Confirmatory Factor Analysis of the Hemingway: Measure of Adolescent Connectedness–Bahasa Melayu Version (HMAC–BM)

Khatib

Roseliza-Murni

Hoesni

et al. 2022

IJERPH

Measuring the factors that underlie adolescent connectedness has become a prominent focused issue in past studies across many disciplines. Thus far, the Hemingway: Measure of Adolescent Connectedness (HMAC) is the first research-based measure of adolescent’s relationship and sense of belonging with other people and their surroundings. The current study aimed to examine the measurement model of the Hemingway: Measure of Adolescent Connectedness which has been translated into Bahasa Melayu (HMAC‒BM) in order to check for its feasibility among Malaysian adolescents. A total of 377 adolescents aged 16 years old were recruited from the Federal Territory of Kuala Lumpur. Three factors, namely connectedness to family, school, and neighbors with seven sub-factors of the HMAC‒BM, were analyzed by Confirmatory Factor Analysis (CFA) using the IBM SPSS Amos 23.0 (23.0, IBM Technology, Armonk, NY, USA). Results of the CFA supported the second-order factor of the HMAC‒BM structures. The overall HMAC‒BM scale and its subscales have higher factor loadings ranging from 0.60 to 0.79. Cronbach’s alpha coefficients ranged from 0.78 to 0.95 for the three subscales and 0.84 for the total scale. Results also revealed seven sub-factors with forty-one factors—solution that accounted for 0.89% of total variance explained for adolescent connectedness. Findings provide empirical support for the feasibility of HMAC‒BM in explaining Malaysian adolescents’ social connectedness. Hence, the HMAC‒BM is a promising measure that can be used on Malaysian adolescents. The findings have important implications which provide a clear picture of HMAC‒BM as an accurate instrument to measure adolescent’s social connectedness toward enhancing prosocial attitudes and well-being.