Two Factors Predicting the Academic Success of High School Students: Justice in Classroom Management and School Engagement = Lise Ögrencilerinin Akademik Basarilarini Yordayan Iki Faktör: Sinif Yönetiminde Adalet ve Okula Baglilik

Autor/inn/en	Özgenel, Mustafa; Bozkur, Büsra Nur
Titel	Two Factors Predicting the Academic Success of High School Students: Justice in Classroom Management and School Engagement = Lise Ögrencilerinin Akademik Basarilarini Yordayan Iki Faktör: Sinif Yönetiminde Adalet ve Okula Baglilik
Quelle	In: Educational Administration: Theory & Practice, 25 (2019) 3, S.621-658 (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-4832
Schlagwörter	High School Students; Classroom Techniques; Justice; Juvenile Justice; Foreign Countries; Predictor Variables; Learner Engagement; Student Attitudes; Gender Differences; Instructional Program Divisions; Institutional Characteristics; Correlation; Student Evaluation; Teacher Behavior; Academic Achievement; Grade Point Average; Interaction; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassenführung; Gerechtigkeit; Jugendgerichtshilfe; Ausland; Prädiktor; Schülerverhalten; Geschlechterkonflikt; Korrelation; Schulnote; Studentische Bewertung; Teacher behaviour; Lehrerverhalten; Schulleistung; Interaktion
Abstract	The purpose of this study was to determine the predictive value of classroom justice perceptions and school engagement for academic success of high school students. The sample of the study consisted of 650 high school students studying in Istanbul City in the 2018-2019 academic year. The study was designed as a correlational survey study. The data were collected by classroom justice perception of students and the school engagement scales. The data were analyzed by independent t-test, one-way analysis of variance (ANOVA), correlation and regression analyses. The results suggest that there is a significant difference between high school students' perceptions of justice in classroom management and their school engagement levels according to their gender, class levels and the types of schools they were educated. Besides, positive and low correlation was found between school engagement levels with distributive and awarding justice. It was concluded that the teachers should be fair in evaluating the students while ensuring fair classroom conduct. [Note: The page range (621-662) shown via the PDF is incorrect. The correct page range is p621-658.] (As Provided).
Anmerkungen	Pegem Akademi. Mesrutiyet Caddesi Karanfil 2 Sokak No:45 Kizilay, Cankaya, Ankara, 06442, Turkey. e-mail: editor@kuey.net; Web site: http://kuey.net/index.php/kuey/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01