Investigating the Relationship between Perception of Constructivist Learning Environment and Belonging to School with the Role of Mediation of Stability

Document Type : Research Article

Authors

1 Doctoral student in Educational Psychology, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran

2 Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University. Tehran, Iran

Abstract

Objective: In today's era, one of the main concerns of societies is effective education, which requires the creation of constructive relationships between learners and the educational environment. This relationship can include a range of personality and environmental variables. In this regard, this research was conducted with the aim of investigating the relationship between the perceptions of the constructivist learning environment and belonging to the school with the mediating role of step stability in students.
Methods: The method of this study was descriptive-correlation of structural equations modeling type. The statistical population included all High school students of Mybod city in the academic year 2021-2022 in the number of 12,000, of which 220 people were randomly selected as a sample. Research data using questionnaires constructivist learning environmen of Taylor & et al. (1997) of constructivist learning environmen of Taylor & et al. (1997), grit questionnaire of Duckworth (2007) and sense of connectedness with school of Brew & Beatty (2005) Was collected.After collecting the data, structural equation modelling was used to test the proposed model and hypothesis as well.
Results: The results showed that the proposed model has a good fit (RMSEA = 0.078). The modeling results showed that the perception of the constructivist learning environment has a significant direct role on the students' sense of belonging to the school (p<0.01). Also, the perception of the constructivist learning environment has a significant effect on belonging to the school indirectly and through stability (0.041).
Conclusions: The findings show that by enriching constructivist learning through equipping the physical environment of education and strengthening the skills of teachers and teaching the variables that are effective in the stability of academic progress to students, we can expect an increase in the sense of belonging to the school in them.

Keywords

Main Subjects

References

Adibnia, F., & Shams Esfandabad, H. (2020). Predicting School Anxiety among students Based on Metacognitive Beliefs and Social Support. Biquarterly Journal of Cognitive Strategies in Learning, 8(15), 37-55. [In Persian] DOR: 20.1001.1.24237906.1399.8.15.3.6
Bahrami, F., & Badri, M. (2018). The Relationship between the Perception of Learning Environment and Academic Buoyancyt through Mediating Cognition, Metacognition, Achievement motive and Self-Efficacy among students. Biquarterly Journal of Cognitive Strategies in Learning, 5(9), 189-212. [In Persian] https://doi.org/10.22084/j.psychogy.2018.13668.1590
Barkhoda, S. J., & Karami, P. (2023). Modeling the Structural Relationships of Social Support on Academic Satisfaction with the Mediating Role of Academic Vitality. Biquarterly Journal of Cognitive Strategies in Learning, 11(20), 255-283. [In Persian] https://doi.org/10.22084/J.PSYCHOGY.2023.27144.2536
Brew, C., & Beatty, B. (2005). Measuring student sense of connectedness with school: the development of an instrument for use in secondary schools. Leading and Managing, 11(2), 103-118.
Buskirk-Cohen, A. A., & Plants, A. (2019). Caring about Success: Students' Perceptions of Professors' Caring Matters More than Grit. International Journal of Teaching and Learning in Higher Education, 31(1), 108-114.
Croninger, R. G., & Lee, V. E. (2016). Social capital and dropping out of high school benefits to at-risk students of teachers’ support and guidance. Journal of Teachers College Record, 103, 548-581. https://doi.org/10.1111/0161-4681.00127
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and social Psychology, 113(3), 492-511. https://doi.org/10.1037/pspp0000102
Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of school psychology, 72, 49-66. https://doi.org/10.1016/j.jsp.2018.12.001
Cetin-Dindar, A. (2015). Student motivation in constructivist learning environment. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 233-247. https://doi.org/10.12973/eurasia.2016.1399a
Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. New York, NY: Scribner.
Duckworth AL, Eskreis-Winkler L. (2015). Grit. In J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences, 2, 397-401.Oxford, UK: Elsevie.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087. https://doi.org/10.1037/0022-3514.92.6.1087
Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research (JIER), 11(1), 47-50. https://doi.org/10.19030/jier.v11i1.9099
Hashemi, T., Vahedi, SH., & Mohebbi, M. (2015). The Structural Relationship of School and Parental Bonding with Academic Satisfaction and Academic Control: The Mediating Role of Academic Self-efficacy. Biquarterly Journal of Cognitive Strategies in Learning, 3(5), 1-20. [In Persian]
Hoseini, M., Zoghi Paydar, M. R., & Rashid, KH. (2019). The Roles of Grit and Intelligence in Predicting Students' Academic Achievement. Biquarterly Journal of Cognitive Strategies in Learning, 6(11), 233-249. [In Persian] https://10.22084/j.psychogy.2018.16198.1753
Han, K. (2021). Students’ Well-Being: The Mediating Roles of Grit and School Connectedness. Frontiers in psychology, vol. 12, 5356. https://doi.org/10.3389/fpsyg.2021.787861
Jorde, D. & Dillon, J. (2012). Science education research and practice in Europe: Retrospective and prospective. In D. Jorde & J. Dillon (Eds.), Science Education Research and Practice in Europe (pp. 1-11). Netherlands: Sense Publishers.
Johnson, R. M., Strayhorn, T. L., & Parler, B. (2020). I just want to be a regular kid:” A qualitative study of sense of belonging among high school youth in foster care. Children and Youth Services Review, 111, 104832.‏ https://doi.org/10.1016/j.childyouth.2020.104832
Kwan, Y. W. (2020). Psychometric properties of a Chinese version of the constructivist learning environment survey among secondary-school students in Hong Kong. Learning Environments Research, 23(2), 167-184. https://doi.org/10.1007/s10984-019-09301-1
Koul, R. B., & Fisher, D. (2002, December). Science classroom learning environments in India. Paper presented at the International Educational Research Conference of the Australian Association for Research in Education (AARE), Brisbane, Australia.
Kim, J. S. (2005). The effects of constructivist teaching approach on student academic achievement, self concept, and learning strategies. Asia Pacific Education Review, 6, 7-19. https://doi.org/10.1007/BF03024963
Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents’ motivation, engagement, and school belonging. Rmle Online, 38(8), 1-18.‏ https://doi.org/10.1080/19404476.2015.11641184
Kingir, S., Tas, Y., Gok, G., & Vural, S. S. (2013). Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science & Technological Education, 31(3), 205-226.‏ https://doi.org/10.1080/02635143.2013.825594
Kwan, Y. W., & Wong, A. F. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70, 68-79. https://doi.org/10.1016/j.ijer.2015.02.006
Lee, C. K. J., & Huang, J. (2021). The relations between students' sense of school belonging, perceptions of school kindness and character strength of kindness. Journal of school psychology, 84, 95-108.‏ https://doi.org/10.1016/j.jsp.2020.12.001
Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and youth services review, 113, 104946.‏ https://doi.org/10.1016/j.childyouth.2020.104946
Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. Journal of Early Adolescence, 29, 376-404. https://doi.org/10.1177/0272431608322940
Merati, A., Ghadampour, E., & Viskarmi, H.A. (2021). Modeling the link with school based on identity styles and family atmosphere with the mediation of the role of self-compassion. Family and research scientific-research quarterly, 18(4), 49-68. [In Persian] https://dorl.net/dor/20.1001.1.26766728.1400.18.4.3.8
Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2021). A sense of belonging at university: student retention, motivation and enjoyment. Journal of Further and Higher Education, 1-12.‏ https://doi.org/10.1080/0309877X.2021.1955844
So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & education, 51(1), 318-336.‏ https://doi.org/10.1016/j.compedu.2007.05.009
Strayhorn, T. L. (2018). College students’ sense of belonging: A key to educational success for all students. Routledge.‏
Shafiee, N., Behroozi, N., SHehni Yailaghi, M., & Abolghasemi, M. (2018). The causal relationship between perception of constructive learning environment and Individual systemic thinking with tendency to lifelong learning, mediated by intrinsic motivation in undergraduate students of Shahid Chamran University of Ahvaz. Journal of Educational Sciences, 25(2), 109-130. [In Persian] https://doi.org/10.22055/edu.2019.23512.2328
Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics (4th ed). boston: allyn & bacon.
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293-311. https://doi.org/10.1037/0022-3514.51.6.1173
Whitlock, J. L. (2016). Youth perceptions of life at school: Contextual correlates of school connectedness in adolescence. Journal of Applied Developmental Science, 10, 13-29. https://doi.org/10.1207/s1532480xads1001_2
Won, S., Hensley, L. C., & Wolters, C. A. (2021). Brief research report: Sense of belonging and academic help-seeking as self-regulated learning. The Journal of Experimental Education, 89(1), 112-124.‏ https://doi.org/10.1080/00220973.2019.1703095
Biquarterly Journal of Cognitive Strategies in Learning
Volume 11, Issue 21 - Serial Number 21
January 2024
Pages 197-211

Files

Share

How to cite

Statistics