The Academic Civic Behavior Model based on the School Emotional Climate and Positive Experiences at School with the Mediation of Academic Flourishing in High School Students

Subject Areas : Educational Psychology

Maryam jalilzade ¹ , Ali Zeinali ²

1 - MA Student of Educational Psychology, Department of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran
2 - Department of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran

Received: 2022-10-08 Accepted : 2023-02-21 Published : 2023-05-22

Keywords: Students, Academic Civic Behavior, School Emotional Climate, Positive Experiences at School, Academic Flourishing,

Abstract :

The aim of this study was investigated the academic civic behavior model based on the school emotional climate and positive experiences at school with the mediation of academic flourishing in high school students. In a correlational study 368 people numbers from the senior high school students of Khoy city in the 2021-22 academic years were selected as a sample based on the Krejcie and Morgan table with the multi-stage cluster random sampling method. The research tools were included academic civic behavior (Golparvar, 2011), school emotional climate (Pasha Amiri, 2009), positive experiences at school (Furlong et al., 2014) and academic flourishing (Diener & Biswas-Diener, 2008). The data were analyzed by path analysis method in SPSS and Amos software. The findings showed that the academic civic behavior model based on the school emotional climate and positive experiences at school with the mediation of academic flourishing in high school students have a good fit. Also, the variables of school emotional climate and positive experiences at school on academic flourishing and the variables of school emotional climate, positive experiences at school and academic flourishing on academic civic behavior had a direct, positive and significant effect. In addition, the school emotional climate and positive experiences at school with the mediation of academic flourishing on academic civic behavior had an indirect, positive and significant effect (P<0.001). According to the results, in order to improve the academic civic behavior in high school students it is possible to promote their school emotional climate, positive experiences at school and academic flourishing through the improvement of different school situations.

References:

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Encina, Y., & Berger, C. (2021). Civic behavior and sense of belonging at school: The moderating role of school climate. Child Indicators Research, 14: 1453-1477. doi: 10.1007/s12187-021-09809-0

Feyzi Jarihani, F., & Zeinali, A. (2020). The role of love of learning and academic aspiration on academic civic behaviors by the mediation of academic flourishing of students. Teaching and Learning Research, 16(2): 103-113. doi: 10.22070/tlr.2019.3322

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Golparvar, M., Vaseghi, Z., & Javadian, Z. (2013). The moderating role of work skills in relationship between job stress, feeling energy and emotional exhaustion with deviant and organizational citizenship behaviors and creativity. Iran Occupational Health, 9(4): 58-70 [In Persian].

Hashemizade Nahi, N., & Mahdiyan, H. (2018). Role of academic engagement and flourishing in predicting the academic excitements of high school female students. Journal of Educational Psychology Studies, 15(31): 243-270. doi: 10.22111/jeps.2018.4277 [In Persian]

Hassani, M., & Vadi, MA. (2016). The psychometric properties and standardization of the scale of positive and negative experience (SPANE) among third grade female high school student in Tehran. Journal of Instruction and Evaluation, 9(35): 105-124 [In Persian].

Hayhurst, J. G., Hunter, J. A., & Ruffman, T. (2019). Encouraging flourishing following tragedy: The role of civic engagement in well-being and resilience. New Zealand Journal of Psychology, 48(1): 71-79.

Karakos, H. L., Voight, A. M., Geller, J., Nixon, C., & Nation, M. (2016). Student civic participation and school climate: Associations at multiple levels of the school ecology. Journal of Community Psychology, 44(2): 166-181. doi: 10.1002/jcop.21748

Kensington-Miller, B. (2018). Surviving the first year: New academics flourishing in a multidisciplinary community of practice with peer mentoring. Professional Development in Education, 44(5): 678-689. doi: 10.1080/19415257.2017.1387867

Kord, B., & Mansori, M. (2019). The causal relationship between self-compassion and civic-academic behaviors: The mediating role of parental autonomy support. Quarterly Journal of Child Mental Health, 6(2): 145-157. doi: 10.29252/jcmh.6.2.13 [In Persian].

Kristjansson, K. (2017). Recent work on flourishing as the aim of education: A critical review. British Journal of Educational Studies, 65(1): 87-107. doi: 10.1080/00071005.2016.1182115

Larsen, Z. P., Kaliterna, L., Larsen, R., Brkljacic, T., & Brajsa-Zganec, A. (2020). The role of flourishing in relationship between positive and negative life events and affective well-being. Applied Research in Quality of Life, 15(6): 1413-1431. doi: 10.1007/s11482-019-09743-y

Malaknia, A., Hashemian, K., & Abolmaali Alhoseini, Kh. (2020). Explaining structural relationships between the quality of parent-child relations and the school's emotional moodle with bullying in school: Assessing the role of mediator self-concept. Journal of Research in Educational Science, 14(50): 57-78. doi: 10.22034/JIERA.2020.205132.2102 [In Persian].

Maleki Kaliani, V., & Mosabeygi, T. (2021). Forecast of academic vitality based on family emotional atmosphere, flourishing, and self-compassion in students of Kermanshah University of Medical Sciences in 2019-2020. Journal of Medical Education Development, 14(43): 77-85. doi: 10.52547/edcj.14.43.77 [In Persian].

Moradi Siah Afshadi, M., Ghasemi, N., & Ghamarani, A. (2015). Evaluating the validity and reliability of flourishing scale and determining the relation between flourishing and academic achievement in students of medicine school. Iranian Journal of Medical Education, 15(42): 330-337 [In Persian].

Nasiri ValikBani, F., Gilani, M., & Eskandari, A. (2014). The relationship among social intelligence, civil and educational behavior, and educational effectiveness of graduate students in Bu-Ali Sina university. Journal of New Approaches in Educational Administration, 5(17): 175-188 [In Persian].

Oguz-Duran, N., & Demirbatir, R. E. (2020). The mediating role of shyness on the relationship between academic satisfaction and flourishing among pre-service music teachers. International Education Studies, 13(6): 163-169. doi:10.5539/ies.v13n6p163

Ozturk, E., & Ozan, M. B. (2019). Validity and reliability of the school's emotional climate scale. Advances in Language and Literary Studies, 10(6): 161-167. doi: 10.7575/aiac.alls.v.10n.6p.161

Palmer, A. N., Patel, M., Narendorf, S. C., Sledge, S., & Sanchez, K. (2022). Changes in flourishing from adolescence to young adulthood: An 8-year follow-up. Child & Family Social Work, In Press. doi: 10.1111/cfs.12953

Pasha Amiri, F. (2009). School social-emotional climate questionnaire. Tehran: Ravansanji Publication [In Persian].

Pinsky, W. W. (2008). Academics flourishing in new orleans post-katrina and rita: Perspective from ochsner clinic foundation. The American Journal of the Medical Sciences, 336(2): 179-180. doi: 10.1097/MAJ.0b013e31818132da

Preston, J. P., Claypool, T. R., Rowluck, W., & Green, B. (2017). Perceptions and practices of principals: Supporting positive educational experiences for aboriginal learners. International Journal of Leadership in Education, 20(3): 328-344. doi: 10.1080/13603124.2015.1124926

Resh, N., & Sabbagh, C. (2017). Sense of justice in school and civic behavior. Social Psychology of Education, 20: 387-409. doi: 10.1007/s11218-017-9375-0

Sadat, S., Vahedi, Sh., Fathiazar, E., & Badri Gorgori, R. (2018). Designing and validating a school-based positive educational package for sixth grade elementary students. Quarterly of Preschool and Elementary School Studies, 3(11): 25-54. doi: 10.22054/soece.2021.53575.1262 [In Persian].

Silke, C., Brady, B., Boylan, C., & Dolan, P. (2021). Empathy, social responsibility, and civic behavior among Irish adolescents: A socio-contextual approach. Journal of Early Adolescence, 41(7): 996-1019. doi: 10.1177/0272431620977658

Volstad, C., Hughes, J., Jakubec, S. L., Flessati, S., Jackson, L., & Martin-Misener, R. (2020). “You have to be okay with okay”: experiences of flourishing among university students transitioning directly from high school. International Journal of Qualitative Studies on Health and Well-Being, 15(1834259): 1-14. doi: 10.1080/17482631.2020.1834259

Zabek, F., Meyers, J., Rice, K. G., Ashby, J. S., & Kruger, A. C. (2022). Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the georgia school climate scale. Journal of School Psychology, 95: 1-24. doi: 10.1016/j.jsp.2022.08.005

Zarbakhsh, M., Rostamnejad, M., Mohammadi Tilenoei, S., & Soleimani Sabini, Sh. (2020). The relationship between school's social-emotional atmosphere and academic motivation with academic self-efficacy. Educational Strategies in Medical Sciences, 13(5): 505-512 [In Persian].

Afrazandeh, SS., Bakhshizadeh, F., Madah, R., Khosravi, M., & Yazdanparast, E. (2022). Relationship between learning environment with civic-educational behaviors from the students᾽ viewpoint. Research in Medical Education, 14(1): 1-12. doi: 10.52547/rme.14.1.1  [In Persian]

Arjmand, N., & Kazemian Moghadam, K. (2020). Examining the relationship between family emotional atmosphere, adolescents' perceptions of classroom activities, and academic engagement among female high school students in Ahwaz. Quarterly Journal of Family and Research, 16(4): 143-159 [In Persian].

Brophy-Herb, H. E., Miller, A. L., Martoccio, T. L., Horodynski, M., Senehi, N., Contreras, D., & et al. (2019). Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies? Early Childhood Research Quarterly, 47(2): 518-530. doi: 10.1016/j.ecresq.2018.07.001

Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of psychological wealth. New Jersey: Wiley-Blackwell Publishing. doi: 10.1002/9781444305159

Dimitrellou, E., & Male, D. (2020). Understanding what makes a positive school experience for pupils with SEND: Can their voices inform inclusive practice? Journal of Research in Special Educational Needs, 20(2): 87-96. doi: 10.1111/1471-3802.12457

Dugan, J. (2015). Governing academic civic engagement: Lessons and challenges from four engaged campuses. Partnerships: A Journal of Service-Learning & Civic Engagement, 6(3): 73-86. doi: 10.7253/partj.v6i3.1230

Encina, Y., & Berger, C. (2021). Civic behavior and sense of belonging at school: The moderating role of school climate. Child Indicators Research, 14: 1453-1477. doi: 10.1007/s12187-021-09809-0

Feyzi Jarihani, F., & Zeinali, A. (2020). The role of love of learning and academic aspiration on academic civic behaviors by the mediation of academic flourishing of students. Teaching and Learning Research, 16(2): 103-113. doi: 10.22070/tlr.2019.3322

Furlong, M. J., Froh, J. J., Muller, M. E., & Gonzalez, V. (2014). The role of gratitude in fostering school bonding. Teachers College Record, 116(13): 58-79. doi: 10.1177/016146811411601316

Gokcen, N., Hefferon, K., & Attree, E. A. (2012). University students' constructions of 'flourishing' in British higher education: An inductive content analysis. International Journal of Wellbeing, 2(1): 1-21. doi: 10.5502/ijw.v2i1.1

Golparvar, M. (2011). The role of academic ethics, educational justice and injustice among university student’s education/citizenship behaviors. Journal of Educational Management Innovations, 5(4): 25-41 [In Persian].

Golparvar, M., Vaseghi, Z., & Javadian, Z. (2013). The moderating role of work skills in relationship between job stress, feeling energy and emotional exhaustion with deviant and organizational citizenship behaviors and creativity. Iran Occupational Health, 9(4): 58-70 [In Persian].

Hashemizade Nahi, N., & Mahdiyan, H. (2018). Role of academic engagement and flourishing in predicting the academic excitements of high school female students. Journal of Educational Psychology Studies, 15(31): 243-270. doi: 10.22111/jeps.2018.4277 [In Persian]

Hassani, M., & Vadi, MA. (2016). The psychometric properties and standardization of the scale of positive and negative experience (SPANE) among third grade female high school student in Tehran. Journal of Instruction and Evaluation, 9(35): 105-124 [In Persian].

Hayhurst, J. G., Hunter, J. A., & Ruffman, T. (2019). Encouraging flourishing following tragedy: The role of civic engagement in well-being and resilience. New Zealand Journal of Psychology, 48(1): 71-79.

Karakos, H. L., Voight, A. M., Geller, J., Nixon, C., & Nation, M. (2016). Student civic participation and school climate: Associations at multiple levels of the school ecology. Journal of Community Psychology, 44(2): 166-181. doi: 10.1002/jcop.21748

Kensington-Miller, B. (2018). Surviving the first year: New academics flourishing in a multidisciplinary community of practice with peer mentoring. Professional Development in Education, 44(5): 678-689. doi: 10.1080/19415257.2017.1387867

Kord, B., & Mansori, M. (2019). The causal relationship between self-compassion and civic-academic behaviors: The mediating role of parental autonomy support. Quarterly Journal of Child Mental Health, 6(2): 145-157. doi: 10.29252/jcmh.6.2.13 [In Persian].

Kristjansson, K. (2017). Recent work on flourishing as the aim of education: A critical review. British Journal of Educational Studies, 65(1): 87-107. doi: 10.1080/00071005.2016.1182115

Larsen, Z. P., Kaliterna, L., Larsen, R., Brkljacic, T., & Brajsa-Zganec, A. (2020). The role of flourishing in relationship between positive and negative life events and affective well-being. Applied Research in Quality of Life, 15(6): 1413-1431. doi: 10.1007/s11482-019-09743-y

Malaknia, A., Hashemian, K., & Abolmaali Alhoseini, Kh. (2020). Explaining structural relationships between the quality of parent-child relations and the school's emotional moodle with bullying in school: Assessing the role of mediator self-concept. Journal of Research in Educational Science, 14(50): 57-78. doi: 10.22034/JIERA.2020.205132.2102 [In Persian].

Maleki Kaliani, V., & Mosabeygi, T. (2021). Forecast of academic vitality based on family emotional atmosphere, flourishing, and self-compassion in students of Kermanshah University of Medical Sciences in 2019-2020. Journal of Medical Education Development, 14(43): 77-85. doi: 10.52547/edcj.14.43.77 [In Persian].

Moradi Siah Afshadi, M., Ghasemi, N., & Ghamarani, A. (2015). Evaluating the validity and reliability of flourishing scale and determining the relation between flourishing and academic achievement in students of medicine school. Iranian Journal of Medical Education, 15(42): 330-337 [In Persian].

Nasiri ValikBani, F., Gilani, M., & Eskandari, A. (2014). The relationship among social intelligence, civil and educational behavior, and educational effectiveness of graduate students in Bu-Ali Sina university. Journal of New Approaches in Educational Administration, 5(17): 175-188 [In Persian].

Oguz-Duran, N., & Demirbatir, R. E. (2020). The mediating role of shyness on the relationship between academic satisfaction and flourishing among pre-service music teachers. International Education Studies, 13(6): 163-169. doi:10.5539/ies.v13n6p163

Ozturk, E., & Ozan, M. B. (2019). Validity and reliability of the school's emotional climate scale. Advances in Language and Literary Studies, 10(6): 161-167. doi: 10.7575/aiac.alls.v.10n.6p.161

Palmer, A. N., Patel, M., Narendorf, S. C., Sledge, S., & Sanchez, K. (2022). Changes in flourishing from adolescence to young adulthood: An 8-year follow-up. Child & Family Social Work, In Press. doi: 10.1111/cfs.12953

Pasha Amiri, F. (2009). School social-emotional climate questionnaire. Tehran: Ravansanji Publication [In Persian].

Pinsky, W. W. (2008). Academics flourishing in new orleans post-katrina and rita: Perspective from ochsner clinic foundation. The American Journal of the Medical Sciences, 336(2): 179-180. doi: 10.1097/MAJ.0b013e31818132da

Preston, J. P., Claypool, T. R., Rowluck, W., & Green, B. (2017). Perceptions and practices of principals: Supporting positive educational experiences for aboriginal learners. International Journal of Leadership in Education, 20(3): 328-344. doi: 10.1080/13603124.2015.1124926

Resh, N., & Sabbagh, C. (2017). Sense of justice in school and civic behavior. Social Psychology of Education, 20: 387-409. doi: 10.1007/s11218-017-9375-0

Sadat, S., Vahedi, Sh., Fathiazar, E., & Badri Gorgori, R. (2018). Designing and validating a school-based positive educational package for sixth grade elementary students. Quarterly of Preschool and Elementary School Studies, 3(11): 25-54. doi: 10.22054/soece.2021.53575.1262 [In Persian].

Silke, C., Brady, B., Boylan, C., & Dolan, P. (2021). Empathy, social responsibility, and civic behavior among Irish adolescents: A socio-contextual approach. Journal of Early Adolescence, 41(7): 996-1019. doi: 10.1177/0272431620977658

Volstad, C., Hughes, J., Jakubec, S. L., Flessati, S., Jackson, L., & Martin-Misener, R. (2020). “You have to be okay with okay”: experiences of flourishing among university students transitioning directly from high school. International Journal of Qualitative Studies on Health and Well-Being, 15(1834259): 1-14. doi: 10.1080/17482631.2020.1834259

Zabek, F., Meyers, J., Rice, K. G., Ashby, J. S., & Kruger, A. C. (2022). Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the georgia school climate scale. Journal of School Psychology, 95: 1-24. doi: 10.1016/j.jsp.2022.08.005

Zarbakhsh, M., Rostamnejad, M., Mohammadi Tilenoei, S., & Soleimani Sabini, Sh. (2020). The relationship between school's social-emotional atmosphere and academic motivation with academic self-efficacy. Educational Strategies in Medical Sciences, 13(5): 505-512 [In Persian].