Unveiling Students’ Voices
An Exploratory Study of Portuguese Students’ Feelings
Dados Bibliográficos
| ID | 22041811 |
|---|---|
| Autores | Lídia Serra (0000-0003-2612-3335, Universidade Católica Portuguesa, autor correspondente), José Matias Alves (0000-0002-9490-9957, Universidade Católica Portuguesa), Generosa Pinheiro (0000-0002-8962-1318, Universidade Católica Portuguesa) |
| Ano | 2025 |
| Volume | 15 |
| Fascículo | 10 |
| Páginas | 1403 |
| Data de publicação | 2025-10-19 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education Sciences (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15101403 |
| OpenAlex | W4415361804 |
| Idioma | EN |
| Referências citadas | 54 |
Understanding students’ feelings about daily school life can be a tool for schools to enhance their learning experience and sense of belonging. Despite the abundant research on achievement and engagement, few studies jointly examine the effect of students’ over-age status considering the grade attended, gender, and school level within a multi-domain framework of student feelings. Even rarer are studies that examine how these variables interrelate to identify predictors of students’ feelings about the learning experience, the aim of this study. Then, adopting a quantitative research approach, data were collected through a 1012-participant survey to map the students’ feelings about school life. The data were analyzed using t-tests, ANOVA, and linear regression statistics to identify causes and associations with the schooling experience. The findings indicate that students who did not disclose their gender or are over-age, considering the grade attended, exhibited less-positive feelings. Additionally, positive feelings decrease along the school path, and six predictors—assessment, school climate, teacher support, emotional discomfort, relationship with peers, and grade—explain the learning experience feelings, with relevance to their interaction effect. The findings highlight the need for coordinated school interventions that promote students’ positive feelings through inclusive, student-centred, and context-sensitive practices
Exploratory research · Feeling · Portuguese · Psychological intervention · Early Childhood Education and Development · Education, Achievement, and Giftedness · Teacher Education and Leadership Studies
The Oxford Handbook of Positive Psychology
Learning environments that support student creativity
The Power of Feedback Revisited
Fostering Students’ Well-Being
The Importance of the Normality Assumption in Large Public Health Data Sets
Non-normal data
Happiness Is a Stochastic Phenomenon
Dynamic Interaction between Student Learning Behaviour and Learning Environment
Students' perceptions and outcome of teacher feedback
Creating a Supportive Classroom Environment Through Effective Feedback
Teaching with Ears Wide Open
Happiness at School and Its Relationship with Academic Achievement
Close and Conflictual
Gender Differences in School Effects on Adolescent Life Satisfaction
Formative assessment
Relations between students’ well-being and academic achievement
A Systematic Review of Test Anxiety Identification and Leveling in Children and Adolescents
Classroom climate and children’s academic and psychological wellbeing
Stimulating creativity in the classroom
Peer Relationship Experiences Of Deaf And Hard-Of-Hearing Adolescents
The teacher–student relationship and adolescents’ sense of school belonging
Quality of Life and Well-Being of Adolescents in Portuguese Schools
The meaning of boredom in school lessons. Participant observation in the seventh and eighth form
Self-silencing in school
What really matters
The "What" and "Why" of Goal Pursuits
Observed Quality and Consistency of Fifth Graders' Teacher-Student Interactions
Connecting Feelings of School Belonging to High School Students' Friendship Quality Profiles
Exploratory Factor Analysis
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |