Δεσμοί, ψυχολογικό κλίμα τάξης και σχολική προσαρμογή εφήβων μαθητών (Doctoral thesis)

Χατζηνικολάου, Σταματία

The present study was designed to study the relationship of conceptual bond (with parents, close friends and a teacher), the psychological climate in classroom and school adjustment (academic performance and behavior) of 1518 adolescent 15-year-old students attending the 3rd Grade of Greek Junior High School, from all the administrative regions of Greece, who filled in a self reference questionnaire. The results of the analysis have shown that close emotional relationships of conceptual bond that adolescent students develop in the family, friendly and school environment and the psychological climate in classroom are connected to both internalized and externalized behavior difficulties. More specifically, students who find themselves trusting their conceptual bond figures greatly and having a strong communication to them, can better perceive the positive aspects of the psychological climate in classroom (involvement, connectivity, support) and declare less behavior difficulties. Moreover, boys declared more externalized - while girls declared more internalized - behavior difficulties and students of low socio-economic status - compared to students of high socio-economic status - declared lower academic performance and more behavior difficulties. The simultaneous examination of the dimensions of the conceptual bond, school (classroom) environment and academic performance (taking into account socio-demographic characteristics), have shown that alienation from parents, gender, and academic performance, are the strongest predictors of behavior difficulties, as - to a lesser extent - all dimensions of the bond and classroom psychological climate. The corresponding investigation of the dimensions of the behavior difficulties (internalized, externalized), bond (parents, close friends and teacher) and classroom environment, (taking into account socio-demographic characteristics) as predictors of academic performance, showed that the strongest predictor factor is the socio-economic status, but also - to a lesser extent - the externalized difficulties, gender, and certain dimensions classroom climate. During the process, the role of possible interactions between the independent variables at school adjustment were investigated , but the contribution of these interactions in the interpretation of the the behavior difficulties (internalized, externalized) and the academic performance, were very small and therefore they were not investigated further. Moreover, the examination of the psychological climate as a mediatory factor on the impact of the conceptual bond on behavior difficulties and academic performance - applying the structural equations model -, shows that dimensions measuring the positive aspects of psychological climate (involvement, connectio, support) mediate on the relation between perceived trust-communication (with parents and teacher) and academical performance, increasing importantly its positive impact. It is worth mentioning that the psychological climate in classroom was found to barely mediate on the positive impact of perceived alienation (with all conceptual bond figures), on behavior difficulties. The results can contribute to the knowledge for design curricula and training of teachers and parents, with the goal of adolescent students developing close emotional and social relationships in their family, friendly and school environment so that their school adjustment is best achieved.
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Classroom environment--Psychological aspects
Student adjustment
Keywords: Δεσμοί,Ψυχολογικό κλίμα σχολικής τάξης,Δυσκολίες συμπεριφοράς,Επίδοση,Έφηβοι,Bonds,Psychological classroom climate,School adjustment difficulties,Academic performance,Adolescents
URI: https://repo.lib.duth.gr/jspui/handle/123456789/10391
http://dx.doi.org/10.26257/heal.duth.2408
Appears in Collections:ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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https://repo.lib.duth.gr/jspui/handle/123456789/10391
http://dx.doi.org/10.26257/heal.duth.2408
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