School climate and well-being in secondary school students in Serbia – the role of school ethnic structure
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Systems View of School Climate (SVSC) theory defines school climate as physical, social and academic aspects of individuals’ experiences in the learning environment. Positive school climate has been consistently associated with wellbeing. However, this perception is influenced by often-overlooked ethnic and cultural pluralities. Research points to the benefits of inclusive school practices in fostering ethnic identity, promoting resilience, self-esteem and sense of happiness. The present study examined students’ perceptions of school climate and personal wellbeing in relation to the secondary school ethnic structure in Serbia. Data from 661 first and third graders (36% male, 48.3% female, 15.7% other/undisclosed) were gathered using the Personal Wellbeing Index and the Delaware School Climate Scale. Schools were categorized into those in which the majority belonged to the dominant ethnic group, a minority (Bosniak/Hungarian) or those with an equal representation of the dominant and min...ority groups. Results show that students perceived the school climate as moderately positive (M = 59.58, SD = 9.44, on a scale 21–84) and their overall wellbeing ranged from moderate to high (M = 7.48, SD = 2.7, on a scale 1–10), with a statistically significant positive correlation (r = .29, p < .01). In schools where the majority of students were Serbian, school climate was assessed more positively than in the other two school types (F(2, 658) = 5.7, p = .004), with no differences regarding overall wellbeing (F(2, 658) = .177, p = .838). Older and students with other/undisclosed gender perceived school climate and personal wellbeing more negatively. In line with previous studies, less positive assessment of school climate was characteristic for minorities, suggesting school climate often reflects values of dominant groups. Findings indicate that school ethnic structure should be taken into account in order to enhance the sense of belonging and safety for students of different cultural backgrounds.
Кључне речи:
school climate / wellbeing / ethnicity / studentsИзвор:
Book of Abstracts, 19th Days of Applied Psychology, Niš, 2023, 66-Издавач:
- Faculty of Philosophy, University of Niš
Финансирање / пројекти:
- NIdEA - Fond za nauku Republike Srbije, poziv Identiteti (#1518)
Институција/група
Psihologija / PsychologyTY - CONF AU - Ignjatović, Natalija AU - Radosavljević, Jovan AU - Erdeš-Kavečan, Đerđi PY - 2023 UR - http://reff.f.bg.ac.rs/handle/123456789/5533 AB - Systems View of School Climate (SVSC) theory defines school climate as physical, social and academic aspects of individuals’ experiences in the learning environment. Positive school climate has been consistently associated with wellbeing. However, this perception is influenced by often-overlooked ethnic and cultural pluralities. Research points to the benefits of inclusive school practices in fostering ethnic identity, promoting resilience, self-esteem and sense of happiness. The present study examined students’ perceptions of school climate and personal wellbeing in relation to the secondary school ethnic structure in Serbia. Data from 661 first and third graders (36% male, 48.3% female, 15.7% other/undisclosed) were gathered using the Personal Wellbeing Index and the Delaware School Climate Scale. Schools were categorized into those in which the majority belonged to the dominant ethnic group, a minority (Bosniak/Hungarian) or those with an equal representation of the dominant and minority groups. Results show that students perceived the school climate as moderately positive (M = 59.58, SD = 9.44, on a scale 21–84) and their overall wellbeing ranged from moderate to high (M = 7.48, SD = 2.7, on a scale 1–10), with a statistically significant positive correlation (r = .29, p < .01). In schools where the majority of students were Serbian, school climate was assessed more positively than in the other two school types (F(2, 658) = 5.7, p = .004), with no differences regarding overall wellbeing (F(2, 658) = .177, p = .838). Older and students with other/undisclosed gender perceived school climate and personal wellbeing more negatively. In line with previous studies, less positive assessment of school climate was characteristic for minorities, suggesting school climate often reflects values of dominant groups. Findings indicate that school ethnic structure should be taken into account in order to enhance the sense of belonging and safety for students of different cultural backgrounds. PB - Faculty of Philosophy, University of Niš C3 - Book of Abstracts, 19th Days of Applied Psychology, Niš T1 - School climate and well-being in secondary school students in Serbia – the role of school ethnic structure SP - 66 SP - 66 UR - https://hdl.handle.net/21.15107/rcub_reff_5533 ER -
@conference{ author = "Ignjatović, Natalija and Radosavljević, Jovan and Erdeš-Kavečan, Đerđi", year = "2023", abstract = "Systems View of School Climate (SVSC) theory defines school climate as physical, social and academic aspects of individuals’ experiences in the learning environment. Positive school climate has been consistently associated with wellbeing. However, this perception is influenced by often-overlooked ethnic and cultural pluralities. Research points to the benefits of inclusive school practices in fostering ethnic identity, promoting resilience, self-esteem and sense of happiness. The present study examined students’ perceptions of school climate and personal wellbeing in relation to the secondary school ethnic structure in Serbia. Data from 661 first and third graders (36% male, 48.3% female, 15.7% other/undisclosed) were gathered using the Personal Wellbeing Index and the Delaware School Climate Scale. Schools were categorized into those in which the majority belonged to the dominant ethnic group, a minority (Bosniak/Hungarian) or those with an equal representation of the dominant and minority groups. Results show that students perceived the school climate as moderately positive (M = 59.58, SD = 9.44, on a scale 21–84) and their overall wellbeing ranged from moderate to high (M = 7.48, SD = 2.7, on a scale 1–10), with a statistically significant positive correlation (r = .29, p < .01). In schools where the majority of students were Serbian, school climate was assessed more positively than in the other two school types (F(2, 658) = 5.7, p = .004), with no differences regarding overall wellbeing (F(2, 658) = .177, p = .838). Older and students with other/undisclosed gender perceived school climate and personal wellbeing more negatively. In line with previous studies, less positive assessment of school climate was characteristic for minorities, suggesting school climate often reflects values of dominant groups. Findings indicate that school ethnic structure should be taken into account in order to enhance the sense of belonging and safety for students of different cultural backgrounds.", publisher = "Faculty of Philosophy, University of Niš", journal = "Book of Abstracts, 19th Days of Applied Psychology, Niš", title = "School climate and well-being in secondary school students in Serbia – the role of school ethnic structure", pages = "66-66", url = "https://hdl.handle.net/21.15107/rcub_reff_5533" }
Ignjatović, N., Radosavljević, J.,& Erdeš-Kavečan, Đ.. (2023). School climate and well-being in secondary school students in Serbia – the role of school ethnic structure. in Book of Abstracts, 19th Days of Applied Psychology, Niš Faculty of Philosophy, University of Niš., 66. https://hdl.handle.net/21.15107/rcub_reff_5533
Ignjatović N, Radosavljević J, Erdeš-Kavečan Đ. School climate and well-being in secondary school students in Serbia – the role of school ethnic structure. in Book of Abstracts, 19th Days of Applied Psychology, Niš. 2023;:66. https://hdl.handle.net/21.15107/rcub_reff_5533 .
Ignjatović, Natalija, Radosavljević, Jovan, Erdeš-Kavečan, Đerđi, "School climate and well-being in secondary school students in Serbia – the role of school ethnic structure" in Book of Abstracts, 19th Days of Applied Psychology, Niš (2023):66, https://hdl.handle.net/21.15107/rcub_reff_5533 .