Relevant bibliographies by topics / Maladjustment of the school environment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Maladjustment of the school environment'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "Maladjustment of the school environment"

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Fukunishi, Isao, Masataka Honda, Yasunori Kamiyama, and Hiroshi Ito. "Influence of Mothers on School Adjustment of Continuous Ambulatory Peritoneal Dialysis Children." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 13, no. 3 (July 1993): 232–35. http://dx.doi.org/10.1177/089686089301300314.

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In school children on continuous ambulatory peritoneal dialysis (CAPD), school adjustment is regarded as an important indicator for comprehensive medical care. The aim of the present study was to examine the influence of mothers on school adjustment of CAPD children. The children tended to indicate school maladjustment with school absenteeism and poor relationships with friends. The mothers were characterized by poor independence, poor achievement orientation, strong emotional reliance, and lack of social self-confidence, indicating emotional instability. The family environment, including the mother's psychological condition, was strongly associated with the children's maladjustment to school. The results suggested the necessity of comprehensive medical care for these children and their mothers.
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Chylińska, Klaudia, Magdalena Kękuś, Iwona Dudek, and Malwina Szpitalak. "Nieletni jako sprawca czynu zabronionego – determinanty niedostosowania społecznego." Kwartalnik Pedagogiczny 64, no. 4 (254 (February 13, 2020): 135–50. http://dx.doi.org/10.5604/01.3001.0013.8464.

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The article covers the issue of juvenile delinquency and social maladjustment. The aim of this paper is to present, on the basis of literature review, a picture of child crime in Poland, as well as to present the psychological determinants of crime and social maladjustment among children. The article discusses the definition of a juvenile in the context of the proceedings for criminal acts and symptoms of social maladjustment. Moreover, it describes the psychological determinants of juvenile delinquency including personality and environmental factors (family, school environment and peers).
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Cho, Yoon-Suk, and Kyung-Nim Lee. "Effects of Adolescent's Alienation, Depression, Family Environment and School Maladjustment on Suicidal Ideation." Journal of the Korean Home Economics Association 48, no. 8 (September 30, 2010): 27–37. http://dx.doi.org/10.6115/khea.2010.48.8.027.

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Rodríguez Góngora, Josefina, María del Carmen Pérez-Fuentes, and José Jesús Gázquez Linares. "Relation between parental Educational Style and level of adaptation of minors at social risk." European Journal of Investigation in Health, Psychology and Education 3, no. 3 (November 11, 2013): 301–3018. http://dx.doi.org/10.1989/ejihpe.v3i3.52.

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As a result of the growing number of minors with disruptive behavior and adaptation problems, more research is being published focusing on the analysis of aspects that influence the onset of these problems. Thus, the main goal of this work is to analyze the relation between parental Educational Style and the Level of Adaptation (Personal, Family, and Social) in minors at social risk. For this purpose, a descriptive, cross-sectional study was carried out, with a sample made up of 17 families, selected as a function of the children's age (between 11 and 15 years), with a total of 31 fathers/mothers and 17 minors. The results show low levels of personal and school adaptation, dissatisfaction with the family environment, and educational discrepancies, both in the minors' perception and in the parents' styles. Minors' school maladjustment is related to a Permissive Educational Style in the mother, whereas the minors were dissatisfied with their siblings and displayed Personal Maladjustment when the mother employed a Democratic Educational Style. However, when the parents employ an Authoritarian Educational Style, a greater presence of Personal and Social Maladjustment is observed in their children.
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Rodríguez Góngora, Josefina, María del Carmen Pérez-Fuentes, and José Jesús Gázquez Linares. "Relation between parental Educational Style and level of adaptation of minors at social risk." European Journal of Investigation in Health, Psychology and Education 3, no. 3 (November 11, 2013): 301–3018. http://dx.doi.org/10.3390/ejihpe3030027.

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As a result of the growing number of minors with disruptive behavior and adaptation problems, more research is being published focusing on the analysis of aspects that influence the onset of these problems. Thus, the main goal of this work is to analyze the relation between parental Educational Style and the Level of Adaptation (Personal, Family, and Social) in minors at social risk. For this purpose, a descriptive, cross-sectional study was carried out, with a sample made up of 17 families, selected as a function of the children's age (between 11 and 15 years), with a total of 31 fathers/mothers and 17 minors. The results show low levels of personal and school adaptation, dissatisfaction with the family environment, and educational discrepancies, both in the minors' perception and in the parents' styles. Minors' school maladjustment is related to a Permissive Educational Style in the mother, whereas the minors were dissatisfied with their siblings and displayed Personal Maladjustment when the mother employed a Democratic Educational Style. However, when the parents employ an Authoritarian Educational Style, a greater presence of Personal and Social Maladjustment is observed in their children.
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Nadhirah, Nadia Aulia, Ipah Saripah, and Esty Noorbaiti Intani. "Penyesuaian Sosial Remaja Single Sex Schools." Indonesian Journal of Educational Counseling 4, no. 2 (July 28, 2020): 143–52. http://dx.doi.org/10.30653/001.202042.134.

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ADOLESCENT SOCIAL ADJUSTMENT OF SINGLE SEX SCHOOLS. Teenagers sometimes have the inability to overcome the conflicts they face. This inability can be seen from the behavior of not finding the right ways to overcome problems, resolve demands from the environment, unable to build good relationships with others, hard to believe and be accepted by other people or their environment. The study aims to determine social adjustment in adolescent single sex schools which is a practice of learning by dividing students according to gender, male students are in a classroom with the same sex, and vice versa. The results of evaluations carried out on single sex schools, there are several problems that hinder the task of adolescent development, one of which is the aspect of social adjustment. The study was conducted using a survey method in class XII students of one of the boarding school high schools in Bandung. The results showed 50% of students included in the category of well-adjustment, and 50% of students included in the category of maladjustment. Therefore, it is necessary to formulate an appropriate requirement for guidance and counseling services designed for the development of boarding school students’ self-adjustment.
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Raspopova, Anna S., Elena I. Berilova, and Yulia M. Bosenko. "FACTORS OF ANXIETY AND SOCIO-PSYCHOLOGICAL ADAPTATION OF MODERN ADOLESCENTS IN THE EDUCATIONAL ENVIRONMENT." SCIENTIFIC REVIEW. SERIES 2. HUMAN SCIENCES, no. 2 (2021): 85–95. http://dx.doi.org/10.26653/2076-4685-2021-2-07.

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In modern conditions, the problem of anxiety becomes particularly relevant, which is due to the growth of non-determination, which leads to an increase in the phenomena of maladjustment. The problem of anxiety, despite its representation in research, remains relevant for psychological science and practice. The aim of the study was to identify the factor structure of anxiety and socio-psychological adaptation of modern adolescents. The tasks were to identify the level of anxiety and socio-psychological adaptation, to establish the factor structure of these phenomena and the relationships between them. The study used methods of psychological diagnostics aimed at determining the level of anxiety and parameters of socio-psychological adaptation, methods of mathematical statistics. It is revealed that the parameters of social and psychological adaptation are factors of anxiety development, especially in situations related to school education. Girls are more vulnerable to the stressful factors of the school environment. The results of the study can be used in the practice of the school psychological service to take into account the risk factors for the development of adolescent anxiety, prevention of psychological distress of adolescents.
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Zhilyaev, A. G. "SCHOOL ADAPTATION MONITORING AS A TOOL OF THE PSYCHOLOGICAL SUPPORT SYSTEM IN THE EDUCATIONAL PROCESS." Modern Psychology 2, no. 3 (5) (September 27, 2019): 27–30. http://dx.doi.org/10.46991/sbmp/2019.2.2(5).027.

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Psychological adaptation of children to the learning environment is one of the key characteristics providing an effective "health map" in learners (pupils), as far as this particular feature represents the foundation of successful personal development and education of a child (learner, pupil). Psychological maladjustment is an early and objective predictor of the risk of maladaptive changes in the psychophysiological state of learners. The state of psychological maladaptation is characteristic of an early stage of behavioral disorders in children. Psychological disadaptation may be directly associated with impaired health, both psychological and physical, or learning disability, or may combine all the above aspects. Monitoring represents a simple, available and effective tool for objective dynamic surveillance on the psychological status, it enables identifying negative trends in the mental state of children (learners) in course of the learning process.
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Skarpness, Lorie R., and David K. Carson. "Temperament, Communicative Competence and the Psychological Adjustment of Kindergarten Children." Psychological Reports 59, no. 3 (December 1986): 1299–306. http://dx.doi.org/10.2466/pr0.1986.59.3.1299.

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This study examined different aspects of children's psychological adjustment within 8 traditional kindergarten classrooms in relation to both characteristics of temperament and communicative abilities. The sample consisted of 122 boys and 95 girls ( N = 217, M age = 70 mo.) from middle-class Caucasian families residing in the Upper Midwest. Communicative competence and the temperament dimensions of approach/withdrawal, mood and general activity level were significantly predictive of various manifestations of adjustment/maladjustment during the early phases of kindergarten, including peer relations, dependency, hostility, and productivity. In addition, the sex and age of the children were predictive of their dependency, productivity, and withdrawal as evaluated by teachers within the school environment.
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Mariah, Kiki, Neviyarni S, and Jamaris Jamna. "Efektivitas Pelaksanaan Bimbingan Kelompok dengan Pendekatan Konseling Realitas dalam Mengembangkan Penyesuaian Diri Siswa di Lingkungan Sekolah pada Siswa Kelas X SMAN 1 Sungai Tarab." Konselor 5, no. 2 (June 30, 2016): 72. http://dx.doi.org/10.24036/02016526476-0-00.

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Self Adjustmentin school environment is a process that covers mental responses and behavior change in which the students struggle for managing their needs, tension, conflicts and frustration so that they could harmonize their needs and the school’s demands. One of the approaches done to develop the students’ self adjustment was reality therapy. This research was aimed at revealing: the average score of the students’ self adjustment in school environment before and after reality therapy was applied; and the effectiveness of group counseling by using reality therapy approach in developing the students’ self adjustment in school environment.This research applied quantitative method. This was a pre-experimental research which used the one group pre-test post-test design. The subject of the research was chosen by using non-random sampling technique and purposive sampling method. The subject consisted of twelve students who were categorized into maladjustment and well adjusted. This research was conducted at SMAN 1 Sungai Tarab for six meetings. The instrument of the research was self adjustment scale of Likert scale model. The data gathered were analyzed by using Wilcoxon Signed Ranks Test of statistic non-parametric technique assisted with SPSS version 20.00.The research findings revealed that, in general, group counseling by using reality therapy approach was effective in developing the students’ self adjustment in school environment. Meanwhile, in particular, there was a difference between self adjustment score of the students before and after group counseling by using reality therapy approach was applied. Based on the research findings, it was conluded that the students’ self adjustment in school environment could be developed through group counseling by using reality therapy approach.
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Dissertations / Theses on the topic "Maladjustment of the school environment"

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Griew, Pippa. "The school environment and children’s school-time physical activity." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573400.

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Background & study aims: Physical activity during childhood is associated with health benefits across the life course. The school setting is important for children's physical activity, yet we do not know whether the school a child attends is related to their sedentary and moderate-to-vigorous physical activity. This study aims to assess: (1) patterns in sedentary-time and MVPA during school-time, (2) the extent to which these vary between schools and, (3) which characteristics of the school physical and social environment are related to children's sedentary-time and MVPA at school. Methods: Participants were 707 children (boys n=340) aged 10-11 years old from 17 schools in Bristol, UK recruited between September 2006 - July 2008 as part of the PEACH project (Personal and Environmental Associations with Children's Health). The percentage of time spent sedentary «100cpm) and in MVPA (~2000cpm) during lesson and free-time at school were assessed for boys and girls with Actigraph accelerometers. Perceptions of peer, teacher and school support for physical activity were assessed via a computerised questionnaire, a school grounds survey was conducted to assess the school physical environment and weather variables were recorded at each school. Between school differences in children's physical activity and associations with school environment characteristics were investigated using multilevel analysis (MLwin 2.22). Results: Children spent an average of 8% (32 (SO 14) minutes) of school time in MVPA and 65% (250 (SO 31) minutes) sedentary. Boys were significantly more active and less sedentary than girls over the total school day. These gender differences were greatest during free-time with boys achieving 43% (8 minutes) more MVPA and 27% (11 minutes) less time sedentary. Boys were least sedentary at schools with longer free-time duration (~-0.44, (SE: 0.12)), high peer support (~-3.52, (SE: 1.11)) and the least rainfall (~0.67, (SE: 0.24)) and achieved most MVPA at schools with longer free-time duration (~0.105, (SE: 0.077)), larger campus size (~0.007 (SE: 0.004)), high peer support (~2.22, (SE: 1.06)), the least rainfall (~-0.926, (SE: 0.212)) and colder temperatures (~-0.408, (SE: 0.143)). Girls were least sedentary at schools with longer lesson-time duration (~-0.16, (SE: 0.06)), high quality playground markings (~-3.06, (SE: 1.00)), high school support (~- 1.83, (SE: 0.76)), the least rainfall (~0.31, (SE: 0.12)) and highest temperatures (~-0.36, (SE: 0.12)). Girls achieved the most MVPA at school with longer lesson-time duration (~0.06 (SE: 0.03)), larger campus size (~ 0.04, (SE: 0.02)), less playground equipment (~- 0.23, (SE: 0.10)) and highest temperatures (~0.16, (SE: 0.05)). Conclusion: Opportunities to increase MVPA and reduce time spent sedentary exist within school-time, particularly for girls. Significant differences in sedentary-time and MVPA occur between schools that can largely be explained by characteristics of the school environment. Environmental modifications may, therefore, provide effective intervention. However, intervention strategies will need to consider the differing school environment characteristics associated with physical activity for boys and girls.
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Chan, Lai-kwan, and 陳麗君. "School behavioral problems and family environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956270.

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Chan, Lai-kwan. "School behavioral problems and family environment." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554074.

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Shipley, Lisa D. (Lisa Dale) Carleton University Dissertation Sociology. "Mediation in the elementary school environment." Ottawa, 1992.

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Williams, Heather Jeannine. "The principal's role in school climate." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/3031.

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Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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Boman, Eva. "Noise in the school environment - Memory and Annoyance." Doctoral thesis, KTH, Civil and Architectural Engineering, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3731.

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Objectives.The general objectives of this dissertationwere to examine the effects of acute exposure to meaningfulirrelevant speech and road traffic noise on memory performance,and to explore annoyance responses to noise exposure in theschool environment for pupils and teachers in different agegroups.

Methods. The thesis comprises seven papers, representingdifferent methodological approaches: experiments, surveystudies and interviews. In the experiments, reported in PapersI-V, 288 pupils and teachers participated in the age groups,13-14 years (n=96), 18-20 years (n=96), 35-45 years (n=48) and55-65 years (n=48). The subjects were randomly assigned to oneof three conditions: (a) meaningful irrelevant speech, (b) roadtraffic noise, and (c) silence. The equivalent sound level inthe noise conditions was set to 66 dB(A). A test batteryreflecting episodic and semantic memory were used. The surveystudies, reported in Paper VI and VII, included 207 pupils(M=13.5) and 166 teachers (M=45.9). Two separate questionnairesmainly comprising items about annoyance, noise sensitivity andstress symptoms were administered. Paper VI presents results offocus group interviews (n=16) treating the main topics:disturbing sounds, emotions, ongoing activity, and suggestionsconcerning future changes. Results. The overall findings showedthat both noise sources affected episodic and semantic memoryto the same degree for all age groups. The results indicatedthat the similarity of semantic content between noise and thetask at hand was not the only suitable explanation model, sincea non-speech noise impaired memory as much as speech.

Resultsalso indicated that attention effects did notmediate the obtained noise effects and that the noise effectsdid not differ between age groups. Therefore, it seemedunlikely that different memory and attentional capacities stoodout as explanatory factors of the memory effects. Sinceperformances of both episodic and semantic memory tasks wereimpaired, the explanation based on level of access to long-termmemory was also ruled out. However, the episodic memory task,reading comprehension, stood out to be most impaired by noise,suggesting that complexity of the task to perform was ofimportance. For reading comprehension there was also adifferent noise pattern obtained. Participants performance wasin this task, more impaired by meaningful irrelevant speechthan by road traffic noise. This effect indicated thatmeaningful irrelevant speech might reduce the availablecognitive resources necessary for learning the text. Theannoyance models derived from the survey studies indicated thatsensitivity acted as a mediator between hearing status andannoyance, with stress symptoms as an outcome. Whetherannoyance arises or not was also determined by control andpredictability of the noise. In the interviews a differentannoyance pattern was found, in that stress symptoms appearedto be a determinant of annoyance. To be involved, respected,take own responsibility and respect others were suggestions onhow to change the environment to become more silent.

Conclusions.For both pupils and teachers acute exposureto meaningful irrelevant speech and road traffic noiseinfluenced both the achieving and providing of knowledge. Acommon annoyance pattern was also found for pupils andteachers, where individual and situational factors were ofimportance. To achieve a more silent school environment in thefuture, the pupils pointed out that the interaction betweenthemselves and their teachers was of importance.

Key words:Noise, meaningful irrelevant speech, roadtraffic noise, memory, age groups, school environment, pupils,teachers

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Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.

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Lisa, Lundgren. "An educational programming environment for the Swedish school." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149534.

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Programming is currently being introduced as an obligatory part of the K-9 education in Sweden with the aim to strengthen pupils’ digital competence and prepare them with skills adapt for the 21st century. The challenge is now to successfully integrate programming as a tool for teaching and learning within existing practices. Teachers are expected to support their pupils learning about programming despite their own limited chance to acquire knowledge on the subject. The Swedish National Agency for Education (Skolverket)has given some guidance but research on this area is rather limited and a lot is left to the teachers to decide and educate themselves in. Educational programming environments (EPEs), especially aimed at novices, can support teachers in this integration but needs to be suitable for the objectives from the Swedish school to not unintentionally direct the way teaching is done. This study aims to answer how an EPE should be designed to fit within the Swedish school context with a focus on the teachers’ perspective. To study this, seven interviews were conducted with educators in middle school with experience of working with programming in the classroom, followed by two observations during lectures with EPEs. The results provided implications that were used to form design guidelines for an EPE aimed at the Swedish school.
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Leung, Moon-chuen. "Perception of school climate on a local newly established secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184835.

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Books on the topic "Maladjustment of the school environment"

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Clements, Nick. Pioneers: Improving your school environment. Corsham,Wilts: NSEAD, 1996.

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Safe and orderly environment. Okemos, Mich: Effective Schools Products, 1999.

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1946-, Jacobs Ellen Vineberg, and White Donna Romano, eds. School-age care environment rating scale. New York: Teachers College Press, 1996.

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Attwood, Adam I. Social Aesthetics and the School Environment. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60345-2.

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Penny, Worms, ed. School survival. Oxford: Raintree, 2005.

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Pemberton, John. The transfer of secondary school mathematics to the post school environment. [Guildford]: University of Surrey, 1993.

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Invisible forces: School reform versus school culture. Bloomington, Ind: Phi Delta Kappa's Center on Evaluation, Development, and Research, 1989.

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DeWitt, Peter M. School climate change: How do I build a positive environment for learning? Danvers, MA: ASCD, 2014.

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Maria Luiza de Andrade Guimarães. O tempo e o espaço da alegria na escola: Um mergulho nas atividades complementares. São Paulo, SP: Arte & Ciência, 1999.

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Hellsten, Jan-Olof. Skolan som barnarbete och utvecklingsprojekt: En studie av hur grundskoleelevers arbetsmiljö skapas, förandras, förblir som den är. Uppsala: S. Academiae Ubsaliensis, 2000.

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Book chapters on the topic "Maladjustment of the school environment"

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Pinquart, Martin. "School Environment." In Encyclopedia of Evolutionary Psychological Science, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2434-1.

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Gross, Barbara. "School environment." In Further Language Learning in Linguistic and Cultural Diverse Contexts, 100–124. Abingdon, Oxon ; New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429021787-6.

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Pinquart, Martin. "School Environment." In Encyclopedia of Evolutionary Psychological Science, 6858–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2434.

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James, Estelle, and Gail Benjamin. "The School Environment." In Public Policy and Private Education in Japan, 25–40. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19468-1_2.

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Farag, Alshimaa A., and Iman S. Hamza El Gemae. "Inclusive learning school farm environment." In School Farms, 249–73. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003176558-19.

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Farnsworth, Kent A. "Reinterpreting “Least Restrictive Environment”." In Grassroots School Reform, 131–36. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_13.

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Wright, Noeline. "Framing the School: Hobsonville Point Secondary School." In Becoming an Innovative Learning Environment, 47–67. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0764-5_3.

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Spence, Suzanne, Grace Gardner, Dorota Zarnowiecki, Katie Adolphus, Clare L. Lawton, Louise Dye, Emma Patterson, and Charlotte E. L. Evans. "The School Food Environment." In Transforming Food Environments, 29–46. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003043720-3.

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Sako, Toshihiko. "“Big School, Small School” Revisited." In Handbook of Japan-United States Environment-Behavior Research, 273–82. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0286-3_19.

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Zengele, Thulani. "School leadership within a unionized school environment." In School Leadership for Democratic Education in South Africa, 90–101. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-6.

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Conference papers on the topic "Maladjustment of the school environment"

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Zhurat, Yuliya, Tetiana Ternavska, and Alla Bodnar. "Psychological and Pedagogical Investigation of the Imprisoned Persons." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/40.

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The paper highlights the effective psychological and pedagogical directions of persons who are in places of imprisonment. The problem of returning to a normal lifestyle today is very topical, the social maladjustment of former convicts, unwillingness to leave the former antisocial environment, insufficient or no education in general, irrational motivational sphere, low level of self-esteem and concentration on the main criteria of psychological and social health, become obstacles to re-socialization for those who are in the imprisonment places. In order to develop psychological and pedagogical support of social adjustment for people who are or are going to leave the prison, the diagnosis of psychological characteristics is relevant, which will be the key elements to the effectiveness of the applied directions that are as follows: focus on changing the social environment; socio-psychological therapy; professional orientation during the educational process. The following methods were used for scientific research as analysis of scientific literature, theoretical research methods, which study scientific and methodological literature on the problem of individual social adjustment for those who leave the prison; empirical research methods based on psychological and pedagogical observation of cognitive, labor-intensive activities and the use of professionals working at the same time, psychologists and teachers during the re-socialization of imprisoned. The research shows two stages of a pilot study, during which there was implied the diagnosis of intellectual, educational motivation, nonverbal creativity, equal self-esteem and changes in concentration of imprisoned.
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Cîrceie, Emilia. "Students’ School Adjustment/Maladjustment Through Preparatory Class." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.15.

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Sevastyanova, Ulyana Yu. "Personality traits as maladjustment factors in primary school students with various disabilities." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-58.

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Zakharchuk, Galina. "Adaptation as a factor of psychological safety of primary school children." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-010.

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The article contains the results of a study of school motivation and adaptation to school in younger students. The subjects were first-grade students, their teacher, and parents. Analysis of the results revealed students with problems in educational motivation and manifestations of school maladjustment, which can serve as both a cause and a consequence of problems in the psychological safety of students.
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Vinogradova, Natalia F. "Primary School, School Of Possibilities." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.110.

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Gibson, Shanan, Dennis C. Neale, John M. Carroll, and Christina A. Van Metre. "Mentoring in a school environment." In the 1999 conference. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1150240.1150261.

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Havasi, Brindusa. "MY SCHOOL� � TEACHERS� VIEWS ON SCHOOL PHYSICAL ENVIRONMENT IN ROMANIA." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.1/s21.054.

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Husain, Rusmin, and Lindawati Lindawati. "The Influence of School Environment towards Primary School Students’ Discipline." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2289954.

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Murtedjo, Mr, and Sukma Perdana Prasetya. "School Environment Supporting Teacher Performance Improvements." In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.88.

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Angelova, Dilyana. "SOCIAL WORK IN THE SCHOOL ENVIRONMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2739.

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Reports on the topic "Maladjustment of the school environment"

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Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Inclusive School Environment. Iowa City, Iowa: University of Iowa Public Policy Center, July 2016. http://dx.doi.org/10.17077/0ii8-pc7v.

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Yang, Yizhao. Understanding School Travel: How Residential Location Choice and the Built Environment Affect Trips to School. Portland State University Library, January 2010. http://dx.doi.org/10.15760/trec.22.

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Maruyama, Asako, Nina Blöndal, Nyamdavaa Yondonjamts, Altantuya Tseveen, Turmunkh Purevsambuu, Narantsatsral Danzan, and Munkhjin Bayansan. Impact Evaluation Baseline Survey of School Dormitory Environment in Mongolia. Manila, Philippines: Asian Development Bank, December 2019. http://dx.doi.org/10.22617/tcs190595-2.

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Jones, Tony L. Will Properly Designed and Implemented Crisis Response Plans Serve a Proactive Role in Obtaining a Safe School Environment? Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada402317.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Ubertini, Christian. 10 Years School Construction in Haiti: Technical Learnings from a Multiple Construction Program. Edited by Livia Minoja. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003841.

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In the aftermath of the 2010 Haiti's earthquake, the Government of Haiti faced massive reconstruction needs in all sectors. As part of the response of the Government of Haiti to the massive reconstruction needs, from 2010 to 2020, the IDB designed a series of grant operations plus seven co-financings designed to support a wider School Reconstruction Program. These operations achieved the (re)construction of 90 public schools countrywide, which resulted in the creation of approximately 1,000 classrooms and 40,000 seats, providing a safer and comfortable learning environment for approximately 60,000 children each school year.
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Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

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In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate OUN under the direction of Stepan Banderi, and successfully incarnated in post-war years. Volodymyr Lenik, executing responsible commissions Organization, proved on a few directions of activity, which were organically combined with his journalistic and editorial work. As an editor he was promotorom of creation and realization of models of magazines «Avangard», «Krylati», «Znannia», «Freie Presse Korespondenz», newspapers «Shliakh peremogy». As a journalist Volodymyr Lenik left ponderable work, considerable part of which entered in two-volume edition «Ukrainians on strange land, or reporting, from long journeys». Subject of him newspaper-magazine publications directed on illumination of school, youth, student, cultural, scientific problems, organization and activity of emigrant structures, political fight of emigration, to dethronement of the antiukrainskikh Moscow diversions and provocations. Such variety of problematic of works of V. Lenika was directed in the river-bed of retaining of revolutionary temperament in the environment of diaspore, to bringing in of it to activity in public and political life. Problematic of him is systematized publicism and journalistic appearances, which was inferior realization of a few important tasks, namely to the fight for Ukrainian independence in new terms, cherishing and maintainance of national identity, counteraction hostile soviet propaganda. On an example headed Volodymyr Lenikom a magazine «Knowledge» some aspects are exposed him editorial trade.
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Malin, Peter E., Eylon Shalev, and Stepthen A. Onacha. Final Report DOE Contract No. DE-FG36-04G014294 ICEKAP 2004: A Collaborative Joint Geophysical Imaging Project at Krafla and IDDP P.E. Malin, S.A. Onacha, E. Shalev Division of Earth and Ocean Sciences Nicholas School of the Environment Duke University Durham, NC 27708. Office of Scientific and Technical Information (OSTI), December 2006. http://dx.doi.org/10.2172/898133.

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BELENIUK, VASILY. INFLUENCE OF EDUCATIONAL MEASURES ON INCREASING THE INTEREST OF YOUTH IN SCIENTIFIC ACTIVITIES, ON THE EXAMPLE OF IMPLEMENTATION OF THE “SCHOOL OF YOUNG SCIENTISTS”. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-1-2-33-40.

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The issues of increasing interest among young people in scientific activity not only retain their relevance, but have become increasingly acute in recent years. Today, there is a pronounced decline in the level of prestige of scientific specialties, and those who are ready to work in this field, as a rule, initially have attitudes focused on the American and European scientific markets. To attract young people to science-intensive projects, “schools”, “forums” and “conferences” are held annually, aimed at creating a favorable information environment and creating comfortable conditions for self-realization. After testing among the participants of the School for Young Scientists held in the Krasnoyarsk Territory, statistically significant differences were established, which make it possible to draw a conclusion about the effectiveness of such events in terms of youth awareness of scientific and innovative activities in general, as well as in the Krasnoyarsk Territory.
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