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The Relationship between Senior High School Students’ Campus Experiences and Sense of Community at School – Cases of Senior High Schools in Kaohsiung City
high school students
sense of community at school
This study aims to explore the relationship between campus experiences and the sense of community at school for Kaohsiung high school students. The questionnaire for this study is “Scale of High School Students’ Campus Experiences and the Sense of Community at School”, which include four parts: basic information, environmental perception scale, experience of campus integration scale, and sense of community at school scale. The personal background variables included gender, grade, identity, elective group, entry grade for high school, and the socioeconomic status of the family. In environmental perception, it included material environment, social environment, and system environment. In campus integration experience, it included study commitment, extracurricular activities, and interpersonal interactions. In sense of community at school, it included four factors: school affinity, school identity, school participation, and school care. A total of 488 valid samples were collected from 12 public high schools in Kaohsiung City, and the results were analyzed by descriptive statistics, t test, one-way ANOVA, Pearson product correlation analysis, multiple regression analysis for quantitative analysis. The results are summarized as follows: 1.There were significant differences in the environmental perception among high school students of different gender, grade, identity, elective group and school entry achievement. 2.There were significant differences in the experience of campus integration among high school students with different gender, grade, school entry achievement and family socioeconomic status . 3.There were significant differences in the sense of community at school among high school students of different gender, grade, identity, elective group, school entry achievement and family socioeconomic status . 4.There is a high degree of positive correlation between environmental perception, campus integration experience, and sense of community at school. Among them, in terms of environmental perception, the correlation between system environment and sense of community at school was the highest, while the material environment was the lowest; in terms of school integration experiences, the correlation with interpersonal interaction and sense of community at school were the highest, while study commitment was the lowest. 5.Personal background and environmental perception can significantly predict the experience of campus integration; among them, gender, material environment, social environment, and system environment are the significant predictive factors, with an explanatory power of 36%. 6.Personal background, environmental perception, and campus integration experiences can significantly predict the sense of community at school, among them, gender, grade, identity, material environment, system environment, social environment, extracurricular activities, interpersonal interaction, and study commitment are the significant predictive factors, with an explanatory power of 70.1%. Finally, this study proposes suggestions for senior high school student affairs and senior high school teachers. the recommendations for senior high school student affairs include: (1)Develop dynamic appropriate targeted counseling programs targeting at the different needs of students in different stages; (2) Cultivate students’ feelings and responsibilities towards the campus environment, and to adequately give up certain space management and planning power; (3) Design relevant specialized courses or service learning so as to highlight the architectural meaning and historical traits of the campus; (4) Support the development and growth of students’ autonomous organization with a smooth top=to-bottom communication channel. the recommendations for senior high school teachers include: (1) Pay attention to the individual needs of the students and implement cultural responsive teaching; (2) Fortify the interaction with the students and provide them support and care; (3) Design dynamic courses and activities so as enhancing teaching quality.
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