Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning

The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objecti...

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Autores principales:	Agne Brandisauskiene, Loreta Buksnyte-Marmiene, Jurate Cesnaviciene, Ausra Daugirdiene, Egle Kemeryte-Ivanauskiene, Rasa Nedzinskaite-Maciuniene
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	sustainable school environment engagement in learning secondary school behavioural engagement emotional engagement Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/c72a64611eb54d408240340c99b0a8e2
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id	oai:doaj.org-article:c72a64611eb54d408240340c99b0a8e2
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spelling	oai:doaj.org-article:c72a64611eb54d408240340c99b0a8e22021-11-11T19:26:27ZSustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning10.3390/su1321117142071-1050https://doaj.org/article/c72a64611eb54d408240340c99b0a8e22021-10-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/11714https://doaj.org/toc/2071-1050The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.Agne BrandisauskieneLoreta Buksnyte-MarmieneJurate CesnavicieneAusra DaugirdieneEgle Kemeryte-IvanauskieneRasa Nedzinskaite-MaciunieneMDPI AGarticlesustainable school environmentengagement in learningsecondary schoolbehavioural engagementemotional engagementEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 11714, p 11714 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	sustainable school environment engagement in learning secondary school behavioural engagement emotional engagement Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	sustainable school environment engagement in learning secondary school behavioural engagement emotional engagement Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Agne Brandisauskiene Loreta Buksnyte-Marmiene Jurate Cesnaviciene Ausra Daugirdiene Egle Kemeryte-Ivanauskiene Rasa Nedzinskaite-Maciuniene Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning
description	The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.
format	article
author	Agne Brandisauskiene Loreta Buksnyte-Marmiene Jurate Cesnaviciene Ausra Daugirdiene Egle Kemeryte-Ivanauskiene Rasa Nedzinskaite-Maciuniene
author_facet	Agne Brandisauskiene Loreta Buksnyte-Marmiene Jurate Cesnaviciene Ausra Daugirdiene Egle Kemeryte-Ivanauskiene Rasa Nedzinskaite-Maciuniene
author_sort	Agne Brandisauskiene
title	Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning
title_short	Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning
title_full	Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning
title_fullStr	Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning
title_full_unstemmed	Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning
title_sort	sustainable school environment as a landscape for secondary school students’ engagement in learning
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/c72a64611eb54d408240340c99b0a8e2
work_keys_str_mv	AT agnebrandisauskiene sustainableschoolenvironmentasalandscapeforsecondaryschoolstudentsengagementinlearning AT loretabuksnytemarmiene sustainableschoolenvironmentasalandscapeforsecondaryschoolstudentsengagementinlearning AT juratecesnaviciene sustainableschoolenvironmentasalandscapeforsecondaryschoolstudentsengagementinlearning AT ausradaugirdiene sustainableschoolenvironmentasalandscapeforsecondaryschoolstudentsengagementinlearning AT eglekemeryteivanauskiene sustainableschoolenvironmentasalandscapeforsecondaryschoolstudentsengagementinlearning AT rasanedzinskaitemaciuniene sustainableschoolenvironmentasalandscapeforsecondaryschoolstudentsengagementinlearning
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Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning

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