جستجوی مقالات مرتبط با کلیدواژه « school atmosphere » در نشریات گروه « علوم تربیتی »

Academic Buoyancy is one of the positive structures of psychology that researchers have paid attention to in the field of education, and attention to the psychological, emotional, and academic components affecting it is becoming more widespread day by day. The purpose of this research is to investigate. The mediating role of academic support and school atmosphere in the relationship between the quality of life at school and the Academic Buoyancy of middle school students in the academic year 1401-02.

The current research is applied according to its purpose, and according to the method of data collection, it is a descriptive-correlation type of research. The statistical population includes all secondary school students of Shirvan city (1500 people). The participants were 280 high school students who were selected using cluster random sampling method and Cochran's formula. All of them completed the relevant questionnaires. Data were analyzed with structural equation model using LISREL software.

The findings showed that there is a positive and significant relationship between quality of life in school, academic support, school atmosphere Academic Buoyancy of secondary school students. The quality of life in school has a positive and significant effect(0/32) on the academic vitality of students, and the quality of life in school, through the mediation of academic support and school atmosphere, has an indirect and significant effect on the academic vitality of students.

In order to increase the Academic Buoyancy of students, schools should try to improve the quality of life in the school and increase as much as possible academic support and make the school atmosphere positive

Trust is an essential factor contributing to the police's successful function to maintain order in society. The education system and school play an important role in creating social bonds and trust of adolescents and future community builders in this institution. This study's primary purpose was to investigate the relationship between school atmosphere and confidence in the police among high school girls in Kerman.

In this study, a survey method and a questionnaire used to collect data. The statistical population consists of female high school students in Kerman in 1398, with a sample size of 380 people selected by a stratified sampling method appropriate to the sample size.

The results of descriptive and inferential statistics obtained from the data with SPSS software show that at a significant level of 99%, there are meaningful and positive relationships between the school atmosphere's components and trust in female high school students' police. In other words, with the increase of the emotional, educational, balancing, confrontational, and hopeful atmosphere of the school, trust in the police among female students increases. Also, the variable of communication with friends with trust in the police has a negative relationship. The regression analysis test showed that the school confrontation atmosphere's three variables, contact with friends and school educational atmosphere, explain 15% of the police trust variable changes.

Therefore, the school and its connection with students can facilitate the relationship between police and adolescents and the community.

The aim of this study was to investigate the relationship between teacher collective efficiency, school atmosphere, teachers’ scientific optimism and students' academic success with the mediating role of school effectiveness in girls high schools in districts one and two of Urmia. Concerning its objectives, this is an applied study and concerning its data collection procedure, this is a descriptive-correlational study. The statistical population was all the teachers of girls high schools in districts one and two of Urmia (N=800). Using Morgan table, 260 teachers were selected by relative class sampling method. Data were collected through five questionnaires: school climate, scientific optimism, teacher collective efficiency, school effectiveness and students' academic achievement. The reliability coefficients of the questionnaires, using Cronbach's alpha, were 0.93, 0.94, 0.74, 0.86 and 0.82, respectively. Pearson correlation coefficient and structural equation modeling were used to analyze the data. The results showed there is a significant relationship between school atmosphere, scientific optimism and teachers' collective efficiency with school effectiveness. There is also significant relationship between school effectiveness and students' academic success. The effectiveness of the school plays a mediating role in the relationship between scientific optimism, collective efficiency of teachers and the school atmosphere in students' academic success.