Motivational profiles and their relationship with responsibility, school social climate and resilience in high school students

The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

Psychometric Analysis of a School Social Climate Scale: Input Elements for the Investigation and Promotion of Well-Being

School social climate from a multidimensional perspective is a focus of great interest in international research and educational and well-being public policies due to the high prevalence of interpersonal violence in adolescents, currently considered a global public health problem. The object of the present study was to assess the psychometric measurement capacity of a set of items to evaluate school social climate in the Student Context Questionnaire of the Chilean Education Quality Measurement System. The sample analyzed consisted of second-year high school students who replied to a Student Context Questionnaire in 2015 (n~158,572). Exploratory and confirmatory factorial analyses were carried out in a measurement model to identify the presence of constructs and items of high homogeneity. The results showed an acceptable to a good fit in the final model, which consisted of 15 latent constructs, and also showed invariance for school administrative dependencies and invariance for sex. All the above implies a contribution to the public organisms that create standardized tests along with the investigation in compulsory secondary education measurement to prevent future violent behaviors, contribute to reducing interpersonal violence, and improve the well-being of the educational community.

The Role of School Social Support and School Social Climate in Dating Violence Victimization Prevention among Adolescents in Europe

The aim of the article is to show the role of school social support and school social climate in dating violence victimization prevention among adolescents in Europe. Study participants were students from secondary schools (age 13–16) in Spain, Italy, Romania, Portugal, Poland and UK. The analysis in this text concern student with dating experience (n = 993) (57.2% of girls and 66.5% of boys). School social support was measured by School Social Climate, Factor 1 Scale (CECSCE) and by Student Social Support Scale (CASSS), subscales teachers and classmates. The association between school social support and different types of dating victimization (physical and/or sexual dating violence, control dating violence and fear) was measured by calculating the prevalence ratios and their 95% confidence intervals, estimated by Poisson regression models with robust variance. All the models were adjusted by country and by sociodemographic variables. The results show that the average values of all types of social support are significantly lower in young people who have suffered any type of dating violence or were scared of their partner. The likelihood of suffering physical and/or sexual dating violence decreased when school social support increased [PR (CI 95%): 0.96 (0.92; 0.99)]. In the same way, the likelihood of fear decreased when school social climate increased [PR (CI 95%): 0.98 (0.96; 0.99)].There is an association between school social support and school social climate and experiences of being victim of dating violence among adolescents in Europe. Our results suggest that in the prevention of dating violence building a supportive climate at schools and building/using the support of peers and teachers is important.

The Role of School Social Support and School Social Climate in Dating Violence Prevention among Adolescents in Europe

(1) To analyse the potential association between school social support CECSCE and school social climate CASSS and experiences of dating violence among adolescents in Europe; (2) Cross-sectional design. We recruited 1,555 participants age 13-16 from secondary schools in Spain, Italy, Romania, Portugal, Poland and UK. The analysis in this text concerns student with dating experience (n=993) (57.2% of girls and 66.5% of boys). The association of the exposure to physical and/ or sexual dating violence, control dating violence and fear was measured by calculating the prevalence ratios (PR) and their 95% confidence intervals (CI), estimated by Poisson regression models with robust variance. All the models were adjusted by country and by sociodemografic variables; (3) The results show that the average values of all types of social support are significantly lower in young people who have suffered any type of dating violence or were scared of their partner. The likelihood of suffering physical and/or sexual dating violence decreased when CECSCE increased [PR (CI95%): 0.96 (0.92; 0.99)]. In the same way, the likelihood of fear decreased when CASSS classmates increased [PR (CI95%): 0.98 (0.96; 0.99)]; (4) There is an association between school social support and school social climate and experiences of dating violence among adolescents in Europe. Our results suggest that in the prevention of dating violence, building a supportive climate at schools and building / using the support of peers and teachers should be important.

The Effect of Hidden Curriculum on Creativity and Social Skills: The Perspective of Elementary Schools

Background: Hidden curriculum in every school may have different side effects on students. The purpose of this study was to investigate the relations of hidden curriculum with creativity and social skills among elementary students. Methods: The research method was descriptive-correlational. The study population consisted of all sixth-grade elementary students in Roodsar, Gilan (including 616 students) in the academic year 2018-2019. According to Morgan and Krejcie's Table, the sample size was 270 students, which were selected by simple random sampling. The research tools included Taghipoor and Ghafari's Hidden Curriculum Questionnaire, Torrance's Creative Thinking Form B, and Matson's Social Skills Questionnaire. The validity and the reliability of the questionnaires were obtained, using Alpha Cronbach Coefficient and were 0.91, 0.90, and 0.86, respectively. Regression and path analysis were done for data analysis using SPSS 24. Results: The findings showed that hidden curriculum has a strong positive and significant relation with creativity in terms of school social climate. Also, the hidden curriculum had a strong positive and significant relation with the components of appropriate social skills, non-social behaviors, aggression, and supremacy. In addition, there was no significant relation between creativity and social skills. Moreover, the results of the path analysis showed that hidden curriculum has a positive and significant relation with the four components of social skills and finally. In addition, hidden curriculum had a significant relation with the students’ creativity. Conclusion: Generally, it can be concluded that hidden curriculum plays an important role through the implicit transfer of values, attitudes, and skills to students, especially on social skills and creativity, so that these issues need to be given more attention by the educators in every educational setting.