Competitive and non-competitive school climate and students’ well-being

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-11-17 DOI:10.1016/j.learninstruc.2024.102036

Márta Fülöp , Balázs András Varga , Nóra Sebestyén

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引用次数: 0

Abstract

Background

For decades, a competitive school climate was considered to be an unhealthy factor resulting in an increased level of stress and anxiety while a supportive and cooperative educational environment was associated with positive outcomes such as higher levels of students’ well-being and better interpersonal relationships.

Objectives

The present study investigated the relationship between perceived school climate, high-school students’ competitive attitudes, psychological protective factors, and psychological and somatic well-being.

Sample

Participants were 407 high-school students attending high schools with highly competitive and non-competitive educational programs.

Methods

Students’ perception of the competitive climate of the school, their competitive orientation, psychological and somatic well-being (anxiety, perceived stress, somatic health, school burnout), and their psychological protective factors (positivity self-efficacy resilience) were measured.

Results

Perception of the school's competitive climate corresponded to the respective school type. No significant difference was found in perceived stress and somatic health indicators, but self-developmental competitive orientation, anxiety, and school burnout were significantly higher in the competitive schools. The regression analysis indicated that psychological protective factors such as resilience, self-efficacy, and positivity have a strong positive, while Anxiety-driven Competition Avoidance has moderately strong negative effects on students' psychological and somatic well-being irrespective of the competitive or non-competitive climate of the school environment. however contrary to previous assumptions competition-oriented school climate has only a weak direct negative effect.

Conclusion

It is not the explicit and perceived competition/non-competition-oriented educational climate that has a decisive influence on students' well-being, but the nature of the students’ personal orientation towards competition, and their psychological protection.

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竞争性和非竞争性学校氛围与学生福祉

背景数十年来，竞争性的学校氛围一直被认为是导致压力和焦虑水平增加的不健康因素，而支持性和合作性的教育环境则与积极的结果相关联，如提高学生的幸福感水平和改善人际关系。方法测量学生对学校竞争氛围的感知、他们的竞争取向、心理和躯体幸福感（焦虑、感知压力、躯体健康、学校倦怠）以及他们的心理保护因素（积极性自我效能感复原力）。在感知压力和躯体健康指标方面没有发现明显差异，但自我发展竞争取向、焦虑和学校倦怠感在竞争性学校明显较高。回归分析表明，无论学校环境的竞争或非竞争氛围如何，心理保护因素，如抗逆力、自我效能感和积极性，对学生的心理和躯体健康都有很强的正面影响，而焦虑驱动的竞争回避则有中等程度的负面影响。结论：对学生幸福感有决定性影响的不是明确的和感知到的竞争/非竞争导向的教育环境，而是学生个人对竞争的取向及其心理保护的性质。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.