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School and classroom climate and student (dis)satisfaction with school (CROSBI ID 582488)

Prilog sa skupa u zborniku | izvorni znanstveni rad | međunarodna recenzija

Šakić, Marija ; Raboteg-Šarić, Zora School and classroom climate and student (dis)satisfaction with school // Positive Psychology in Education, Book of Selected Papers / Miljković, Dubravka ; Rijavec, Majda (ur.). Zagreb: Faculty of Teacher Education, University of Zagreb & ECNSI, 2011. str. 117-132

Podaci o odgovornosti

Šakić, Marija ; Raboteg-Šarić, Zora

engleski

School and classroom climate and student (dis)satisfaction with school

The study aimed to examine the relations of school climate, support from teachers, perception of teachers’ strictness and fairness in grading and frequency of modern teaching methods with student satisfaction with school and negative feelings towards school. The sample included 4999 fifth- to eighth-grade students from 49 Croatian primary schools. Participants completed self-report scales assessing their general satisfaction with school, negative feelings towards school, perceived school climate, support from teachers and frequency of modern teaching methods and questions assessing their perception of teachers’ fairness and strictness in grading. The results showed that girls and younger students evaluate school climate more positively, feel that they receive more support from their teachers and consider them fairer in grading. Boys and older students consider their teachers stricter in grading. The frequency of modern teaching methods decreases in higher grades of primary school. Regression analyses were conducted with satisfaction with school and negative feelings towards school as criterions and students’ gender, grade and academic achievement, school climate, support from teachers, frequency of modern teaching methods and teachers’ fairness and strictness in grading as predictors. The most important predictors of school satisfaction were positive school climate, support from teachers and frequency of modern teaching methods, while poorer academic achievement and less positive school climate had the strongest independent effects on students’ dissatisfaction with school. The implications of findings for creating school and classroom climate that will increase student satisfaction and reduce the stress they experience in school are discussed.

satisfaction with school; negative feelings towards school; school climate; support from teachers; teaching methods

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

Podaci o prilogu

117-132.

2011.

objavljeno

Podaci o matičnoj publikaciji

Positive Psychology in Education, Book of Selected Papers

Miljković, Dubravka ; Rijavec, Majda

Zagreb: Faculty of Teacher Education, University of Zagreb & ECNSI

978-953-7210-25-0

Podaci o skupu

Nepoznat skup

predavanje

29.02.1904-29.02.2096

Povezanost rada

Psihologija