Supportive and motivating environments in school: Main factors to make well-being and learning a reality

Abstract

The author examined the relationships between (i) school-related social support from parents, teachers, and classmates, respectively, and students' perceived life satisfaction; and (ii) school-related social support from teachers and classmates and self-reported academic initiative. The analyses were based on data from nationally representative samples of 13-and 15-year-old students from the Norwegian part of the sixth and seventh World Health Organization (WHO) international survey of Health Behavior in School-aged Children (HBSC). The Structural Equation Modeling (SEM) analyzing approach was employed. The findings indicate that school-related social support is positively related to students' perceived life satisfaction and self-reported academic initiative. In two-level SEM analysis, a latent factor comprising pedagogical caring and autonomy support was substantially related to self-reported academic initiative at the class level.

The mediation effect of school satisfaction in the relationship between teacher support, positive affect and life satisfaction in adolescents

“…Supportive teacher behavior can significantly predict the life satisfaction of adolescents. Numerous studies have asserted that support from the teacher is an important factor in the adolescent's life satisfaction (Danielsen, 2010;Ferguson et al, 2010;Suldo et al, 2009;Özdemir and Koruklu, 2013;Vieno et al, 2004). The meta-analysis study conducted by Chu et al (2010) found that support obtained from teachers and school personnel is associated with the well-being of adolescents.…”

“…The creation of such a school environment would improve students' educational experiences while boosting their health and well-being (Samdal et al, 1998). In the studies, a positive relationship between teacher support and the life satisfaction of adolescents was found (Danielsen, 2010;Suldo et al, 2009;Ferguson et al, 2010;Özdemir and Koruklu, 2013).…”

“…The Overall School Satisfaction Scale for Children was developed by Randolph and colleagues (2009;2010) to measure the comprehensive school satisfaction of primary-school students. It is a one-dimensional scale comprising six items.…”

The Determinants of Students’ Well‐being in Secondary Vocational Schools in Kosovo and Macedonia

“…Studies exploring students’ well‐being in school usually focus on teachers’ academic support, satisfaction with teachers and the school environment, student relations, classmates’ academic support, and school satisfaction (Chen & Lu, ; Danielsen, ). Konu & Rimpela () developed a conceptual model of students’ well‐being at school.…”

Increasing class size – how does it affect the work atmosphere and well-being of pupils?

“…Laereren er dermed en nøkkelperson for å motivere til laering, og elevenes opplevelse av kompetanse kan støttes ved å gi dem klare forventninger, passende utfordringer og tilbakemeldinger på skolearbeidet (Reeve, 2002). Elevenes opplevelse av tilhørighet til laereren kan påvirke verdien skolearbeidet har for elevene, og fremme deres indre motivasjon (Danielsen, 2010b). Elever som opplever tilhørighet med laereren, ser ut til i større grad å oppleve indre motivasjon, verdi og betydning av skolearbeidet (Niemiec & Ryan, 2009).…”