The Relationship between School Moral Atmosphere and Student Engagement in Secondary Schools

Nesli Akarsu; Muhammed Turhan

doi:10.33200/ijcer.1060331

Araştırma Makalesi

The Relationship between School Moral Atmosphere and Student Engagement in Secondary Schools

Yıl 2022, Cilt: 9 Sayı: 4, 694 - 704, 20.12.2022

Nesli Akarsu Muhammed Turhan

https://doi.org/10.33200/ijcer.1060331

Öz

The main aim of the study is to examine the relationship between the secondary school students’ perceptions on school moral atmosphere and engagement with school. School Engagement Scale and School Moral Atmosphere Scale were applied to 872 students attending the secondary schools in 2016-2017 academic year. The study revealed that the school engagement levels showed significant difference in favour of female students in terms of gender. Based on the multiple regression analysis, it was determined that school moral atmosphere is a significant predictor of school engagement. The results of this study suggest that school moral atmosphere is one of the key determinants of students’ engagement with school and hence it can be useful to improve school moral atmosphere to increase students’ affective, cognitive and behavioural engagement.

Anahtar Kelimeler

Student engagement, School moral atmosphere, Secondary school

Kaynakça

Akın, A., Sarıçam, H., Demirci, İ., Akın, U., Yıldız, A., Yalnız, F. & Usta, İ. (2013). Okul bağlılığı ölçeğinin Türkçeye uyarlanması ve psikometrik özellikleri. İstanbul 2013 Dünya Psikolojik Danışma ve Rehberlik Kongresi Bildiri Özetleri Kitabı, 172-174.
Amato, P. R., Afifi, T. D. (2006). Feeling caught between parents: Adult children's relations with parents and subjective well-being. Journal of Marriage and Family, 68(1), 222-235.
Anderman, L. (2003). Academic and social perceptions of change in middle school students' sense of school belonging. Journal of Experimental Education, 72(1), 5-22.
Appleton, J. J., Christenson, S. L., Kim, D. & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement ınstrument. Journal of School Psychology, 44, 427–445.
Arastaman, G. (2006). Ankara ili lise birinci sınıf öğrencilerinin okula bağlılık durumlarına ilişkin öğrenci, öğretmen ve yöneticilerin görüşleri (Yüksek lisans tezi). Ankara Üniversitesi, Ankara, Türkiye.
Aypay, A. & Eryılmaz, A. (2011). Lise öğrencilerinin derse katılmaya motive olmaları ile okul tükenmişliği arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11(21), 26-44.
Balcı, A. (2010). Sosyal bilimlerde araştırma yöntem teknik ve ilkeler (8. Baskı). Ankara: Pegem Akademi Yayıncılık.
Balkıs, M., Duru, E. & Buluş, M. (2005). Şiddete yönelik tutumların özyeterlik, medya, şiddete yönelik inanç, arkadaş grubu ve okula bağlılık duygusu ile ilişkisi. Ege Eğitim Dergisi, 6(2), 81-97.
Battistich, V., Solomon, D., Kim, D., Watson, M. & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658.
Bellici, N. (2015). Ortaokul öğrencilerinde okula bağlanmanın çeşitli değişkenler açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 48-65.
Birch, S. & Ladd, G. (1997). The teacher-child relationship and children’s early school adjustment. Journal Of School Psychology, 35, 61-79.
Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health, 84(9), 593-604.
Brugman, D., Podolskij, A. I., Boom, J., Heymans, P.G., Karabanova, O. & Idobaeva, O. (2003). Perception of moral atmosphere in school and norm trangressive behaviour in adolescents: An intervention study. International Journal of Behavioral Development, 27(4), 289-300.
Brugman, D., Tavecchio, W. C. L., Os, B. J. & Host, K. (1995). Students’ perception of moral atmosphere in secondary schools, their reasoning competence and their practical judgement in school. Conference proceedings of the 21st Conference of the Association for Moral Education, New York, USA. Retrieved from https://www.researchgate.net/publication/47341368_Students'_Perception_of_Moral_Atmosphere_in_Secondary_Schools_Their_moral_reasoning_competence_and_their_practical_judgement_in_school
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel araştırma yöntemleri (16. Baskı). Ankara: Pegem Akademi Yayıncılık.
Cemalcılar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology, 59, 243.
Çelikkaleli, Ö., Gökçakan, N., Çapri, B. (2005). Lise öğrencilerinin bazı psikolojik ihtiyaçlarının cinsiyet, okul türü, anne ve baba eğitim düzeyine göre incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 245- 268.
Çinemre, S. (2013). Bir ahlak eğitimcisi olarak Lawrence Kohlberg. Uludağ Üniversitesi İlahiyat Fakültesi Dergisi, 22(1), 143-164.
De Vries, R. & Zan, B. (1994). Moral classrooms moral children: Creating a constructivist atmosphere in early education. New York: Teacher Collage Press.
De Wolff, M.S. & Brugman, D. (2010). Moral atmosphere and moral behaviour: A study into the role of adolescents’ perception of moral atmosphere for antisocial behaviour. In Koops, W. & Sanders, A. (Eds.), The development and structure of conscience (pp. 135-150). New York: Psychology Press.
Edgington, E. L. (2000). Lawrence Kohlberg and the dialectic of moral education (Doctoral dissertation). University of Kentucky, London, England.
Foa, C., Brugman, D. & Mancini, T. (2012). School moral atmosphere and normative orientation to explain aggressive and transgressive behaviours at secondary school. Journal of Moral Education, 41(1), 1-22.
Fredricks, J. A., Blumenfeld, P., Friedel, J. & Paris, A. (2005). School Engagement. In K. A. Moore & L. Lippman (Eds.), What do children need to flourish?: conceptualizing and measuring ındicators of positive development (pp. 305-321). New York, NY: Springer Science and Business Media.
Fredricks, J. A., Blumenfeld, P.C., Friedel, J. & Paris, A. (2003, March 12-13). School engagement. Paper presented at the Indicators of Positive Development Conference, Retrieved from https://www.childtrends.org/wp-content/uploads/2013/05/Child_Trends2003_03_12_PD_PDConfFBFP.pdf
Fredricks, J.A., Blumenfeld, P.C. & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
Fullarton, S. (2002). Student Engagement with school: ındividual and school-level ınfluences. LSAY Research Reports: N.27, ACER, Camberwell. Retrieved from https://research.acer.edu.au/lsay_research/31/
Garrod, A. (Ed.). (1992). Learning for Life: Moral education theory and practice. USA: Praeger Publishers.
Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27(2), 177-196.
Gottfredson, D. (2001). Schools and delinquency. New York, USA: Cambridge.
Høst, K., Brugman, D., Tavecchio, L.W.C. & Beem, A.L. (1998). Students’ perception of the moral atmosphere in secondary schools and the relationship between moral competence and moral atmosphere. Journal of Moral Education, 27, 47–71.
Kadivar, P., Kohoulat, N., Abdolahi, M. H. & Khoshbakht, F. (2016). Perception of school moral atmosphere and elementary students’ moral development. International Journal of School Health, 3(4), 1-6.
Kalaycı, H. & Özdemir, M. (2013). Lise öğrencilerinin okul yaşamının niteliğine ilişkin algılarının okul bağlılıkları üzerine etkisi. Gazi Eğitim Fakültesi Dergisi, 33(2), 293-315.
Karababa, A., Oral, T. & Dilmaç, B. (2018). Ortaokul öğrencilerinde okula bağlılığın yordanmasında algılanan sosyal destek ve değerin rolü. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2): 269-279.
Karabanova, O. A. & Sadovnikova, T. Y. (2014). The comparative research of adolescent's school moral atmosphere perception in modern Russia. Procedia-Social and Behavioral Sciences, 146, 395-400.
Koops, W., Brugman, D., Ferguson, T. J. & Sanders, A.F. (Eds.). (2010). The development and structure of conscience. New York: Psychology Press.
Ladd, G. W., Dinella, L. M. (2009). Continuity and change in early school engagement: predictive of children's achievement trajectories from first to eight grade. Journal of Educational Psychology, 101(1), 190-206.
Lee, C. M. (2008). Student and teacher perception of moral atmosphere in Taiwan schools. In Fritz K. Oser & Wiel Veugelers (Eds.), Moral development and citizenship education: Getting involved (pp. 215-226). Rotterdam: Sense Publishers. Retrieved from https://www.sensepublishers.com/media/431-getting-involved.pdf
Newmann, F. (1992). Higher-order thinking and prospects for classroom thoughtfullness: Student engagement and achievement in American scondary schools. New York: Teachers Collage Press.
Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
Özdemir, M. & Kalaycı, H. (2013). Okul bağlılığı ve metaforik okul algısı üzerine bir inceleme: Çankırı ili örneği. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2125-2137.
Puka, B. (Ed.). (1994). Moral development: new research in moral development. New York: Garland Publishing.
Rumberger, R. W. & Thomas, S. L. (2000). The distribution of dropout and turnover rates among urban and suburban high schools. Sociology of Education, 73, 39-67.
Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147-160.
Savi, F. (2011). Çocuk ve ergenler için okula bağlanma ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 10(1), 80-90.
Shaw, D. S., Ingoldsby, E. M. (1999). Children of Divorce. In R.T. Ammerman, C.G. Last, & M. Hersen (Eds.), Handbook of prescriptive treatments for children and adolescents, (2nd Edition, pp. 346-363). New York: Allyn & Bacon.
Uğur, E. & Akın, A. (2015). Öğrenci bağlılığı ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması. SDU International Journal of Educational Studies, 2(1), 53-59.

Yıl 2022, Cilt: 9 Sayı: 4, 694 - 704, 20.12.2022

Nesli Akarsu Muhammed Turhan

https://doi.org/10.33200/ijcer.1060331

Öz

Kaynakça

Akın, A., Sarıçam, H., Demirci, İ., Akın, U., Yıldız, A., Yalnız, F. & Usta, İ. (2013). Okul bağlılığı ölçeğinin Türkçeye uyarlanması ve psikometrik özellikleri. İstanbul 2013 Dünya Psikolojik Danışma ve Rehberlik Kongresi Bildiri Özetleri Kitabı, 172-174.
Amato, P. R., Afifi, T. D. (2006). Feeling caught between parents: Adult children's relations with parents and subjective well-being. Journal of Marriage and Family, 68(1), 222-235.
Anderman, L. (2003). Academic and social perceptions of change in middle school students' sense of school belonging. Journal of Experimental Education, 72(1), 5-22.
Appleton, J. J., Christenson, S. L., Kim, D. & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement ınstrument. Journal of School Psychology, 44, 427–445.
Arastaman, G. (2006). Ankara ili lise birinci sınıf öğrencilerinin okula bağlılık durumlarına ilişkin öğrenci, öğretmen ve yöneticilerin görüşleri (Yüksek lisans tezi). Ankara Üniversitesi, Ankara, Türkiye.
Aypay, A. & Eryılmaz, A. (2011). Lise öğrencilerinin derse katılmaya motive olmaları ile okul tükenmişliği arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11(21), 26-44.
Balcı, A. (2010). Sosyal bilimlerde araştırma yöntem teknik ve ilkeler (8. Baskı). Ankara: Pegem Akademi Yayıncılık.
Balkıs, M., Duru, E. & Buluş, M. (2005). Şiddete yönelik tutumların özyeterlik, medya, şiddete yönelik inanç, arkadaş grubu ve okula bağlılık duygusu ile ilişkisi. Ege Eğitim Dergisi, 6(2), 81-97.
Battistich, V., Solomon, D., Kim, D., Watson, M. & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658.
Bellici, N. (2015). Ortaokul öğrencilerinde okula bağlanmanın çeşitli değişkenler açısından incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 48-65.
Birch, S. & Ladd, G. (1997). The teacher-child relationship and children’s early school adjustment. Journal Of School Psychology, 35, 61-79.
Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health, 84(9), 593-604.
Brugman, D., Podolskij, A. I., Boom, J., Heymans, P.G., Karabanova, O. & Idobaeva, O. (2003). Perception of moral atmosphere in school and norm trangressive behaviour in adolescents: An intervention study. International Journal of Behavioral Development, 27(4), 289-300.
Brugman, D., Tavecchio, W. C. L., Os, B. J. & Host, K. (1995). Students’ perception of moral atmosphere in secondary schools, their reasoning competence and their practical judgement in school. Conference proceedings of the 21st Conference of the Association for Moral Education, New York, USA. Retrieved from https://www.researchgate.net/publication/47341368_Students'_Perception_of_Moral_Atmosphere_in_Secondary_Schools_Their_moral_reasoning_competence_and_their_practical_judgement_in_school
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel araştırma yöntemleri (16. Baskı). Ankara: Pegem Akademi Yayıncılık.
Cemalcılar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology, 59, 243.
Çelikkaleli, Ö., Gökçakan, N., Çapri, B. (2005). Lise öğrencilerinin bazı psikolojik ihtiyaçlarının cinsiyet, okul türü, anne ve baba eğitim düzeyine göre incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 245- 268.
Çinemre, S. (2013). Bir ahlak eğitimcisi olarak Lawrence Kohlberg. Uludağ Üniversitesi İlahiyat Fakültesi Dergisi, 22(1), 143-164.
De Vries, R. & Zan, B. (1994). Moral classrooms moral children: Creating a constructivist atmosphere in early education. New York: Teacher Collage Press.
De Wolff, M.S. & Brugman, D. (2010). Moral atmosphere and moral behaviour: A study into the role of adolescents’ perception of moral atmosphere for antisocial behaviour. In Koops, W. & Sanders, A. (Eds.), The development and structure of conscience (pp. 135-150). New York: Psychology Press.
Edgington, E. L. (2000). Lawrence Kohlberg and the dialectic of moral education (Doctoral dissertation). University of Kentucky, London, England.
Foa, C., Brugman, D. & Mancini, T. (2012). School moral atmosphere and normative orientation to explain aggressive and transgressive behaviours at secondary school. Journal of Moral Education, 41(1), 1-22.
Fredricks, J. A., Blumenfeld, P., Friedel, J. & Paris, A. (2005). School Engagement. In K. A. Moore & L. Lippman (Eds.), What do children need to flourish?: conceptualizing and measuring ındicators of positive development (pp. 305-321). New York, NY: Springer Science and Business Media.
Fredricks, J. A., Blumenfeld, P.C., Friedel, J. & Paris, A. (2003, March 12-13). School engagement. Paper presented at the Indicators of Positive Development Conference, Retrieved from https://www.childtrends.org/wp-content/uploads/2013/05/Child_Trends2003_03_12_PD_PDConfFBFP.pdf
Fredricks, J.A., Blumenfeld, P.C. & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
Fullarton, S. (2002). Student Engagement with school: ındividual and school-level ınfluences. LSAY Research Reports: N.27, ACER, Camberwell. Retrieved from https://research.acer.edu.au/lsay_research/31/
Garrod, A. (Ed.). (1992). Learning for Life: Moral education theory and practice. USA: Praeger Publishers.
Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27(2), 177-196.
Gottfredson, D. (2001). Schools and delinquency. New York, USA: Cambridge.
Høst, K., Brugman, D., Tavecchio, L.W.C. & Beem, A.L. (1998). Students’ perception of the moral atmosphere in secondary schools and the relationship between moral competence and moral atmosphere. Journal of Moral Education, 27, 47–71.
Kadivar, P., Kohoulat, N., Abdolahi, M. H. & Khoshbakht, F. (2016). Perception of school moral atmosphere and elementary students’ moral development. International Journal of School Health, 3(4), 1-6.
Kalaycı, H. & Özdemir, M. (2013). Lise öğrencilerinin okul yaşamının niteliğine ilişkin algılarının okul bağlılıkları üzerine etkisi. Gazi Eğitim Fakültesi Dergisi, 33(2), 293-315.
Karababa, A., Oral, T. & Dilmaç, B. (2018). Ortaokul öğrencilerinde okula bağlılığın yordanmasında algılanan sosyal destek ve değerin rolü. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2): 269-279.
Karabanova, O. A. & Sadovnikova, T. Y. (2014). The comparative research of adolescent's school moral atmosphere perception in modern Russia. Procedia-Social and Behavioral Sciences, 146, 395-400.
Koops, W., Brugman, D., Ferguson, T. J. & Sanders, A.F. (Eds.). (2010). The development and structure of conscience. New York: Psychology Press.
Ladd, G. W., Dinella, L. M. (2009). Continuity and change in early school engagement: predictive of children's achievement trajectories from first to eight grade. Journal of Educational Psychology, 101(1), 190-206.
Lee, C. M. (2008). Student and teacher perception of moral atmosphere in Taiwan schools. In Fritz K. Oser & Wiel Veugelers (Eds.), Moral development and citizenship education: Getting involved (pp. 215-226). Rotterdam: Sense Publishers. Retrieved from https://www.sensepublishers.com/media/431-getting-involved.pdf
Newmann, F. (1992). Higher-order thinking and prospects for classroom thoughtfullness: Student engagement and achievement in American scondary schools. New York: Teachers Collage Press.
Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
Özdemir, M. & Kalaycı, H. (2013). Okul bağlılığı ve metaforik okul algısı üzerine bir inceleme: Çankırı ili örneği. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2125-2137.
Puka, B. (Ed.). (1994). Moral development: new research in moral development. New York: Garland Publishing.
Rumberger, R. W. & Thomas, S. L. (2000). The distribution of dropout and turnover rates among urban and suburban high schools. Sociology of Education, 73, 39-67.
Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147-160.
Savi, F. (2011). Çocuk ve ergenler için okula bağlanma ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 10(1), 80-90.
Shaw, D. S., Ingoldsby, E. M. (1999). Children of Divorce. In R.T. Ammerman, C.G. Last, & M. Hersen (Eds.), Handbook of prescriptive treatments for children and adolescents, (2nd Edition, pp. 346-363). New York: Allyn & Bacon.
Uğur, E. & Akın, A. (2015). Öğrenci bağlılığı ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması. SDU International Journal of Educational Studies, 2(1), 53-59.

Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Alan Eğitimleri
Bölüm	Articles
Yazarlar	Nesli Akarsu 0000-0002-2688-249X Muhammed Turhan 0000-0003-4077-6471
Yayımlanma Tarihi	20 Aralık 2022
Yayımlandığı Sayı	Yıl 2022 Cilt: 9 Sayı: 4

Kaynak Göster

APA	Akarsu, N., & Turhan, M. (2022). The Relationship between School Moral Atmosphere and Student Engagement in Secondary Schools. International Journal of Contemporary Educational Research, 9(4), 694-704. https://doi.org/10.33200/ijcer.1060331