Vašíčková Jana, Hollein Tomáš, Sigmund Erik, Salonna Ferdinand, Boberová Zuzana
Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czech Republic.
Faculty of Arts, Pavol Jozef Šafárik University in Košice, Košice, Slovak Republic.
Cent Eur J Public Health. 2017 Jul;25 Suppl 1:S26-S31. doi: 10.21101/cejph.a4823.
School is a place where students spend most of their daytime hours. Previous studies indicate that the class climate significantly affects students in both positive and negative ways. The aim of our study is to describe the trends in the psychosocial school environment based on four surveyed years in the Czech Republic.
The trends in perception of school were assessed by the standardised self-reported HBSC questionnaire from data collected in 2002, 2006, 2010, and 2014. The overall sample included 8,530 girls and 8,087 boys. Data was analysed separately by gender and three age categories 11, 13, and 15 years. Trends were calculated using descriptive categories and percentages. To identify factors influencing school likeness we used binominal logistic regression.
Results showed that school satisfaction declines with age both in boys and girls in each of four surveyed periods. Students who do not feel a high level of support from the teacher are more prone to negative perceptions of school. School duties in both genders were perceived to be greater and more stressful in 2014 than in 2002.
Interventions to support the perception of psychosocial school environment via the educational system should, therefore, take the aforementioned variation into account.
学校是学生白天大部分时间所在的场所。先前的研究表明，课堂氛围对学生有显著的积极和消极影响。我们研究的目的是根据在捷克共和国进行的四年调查来描述心理社会学校环境的趋势。
通过标准化的自填式健康行为与学校生活调查（HBSC）问卷，对2002年、2006年、2010年和2014年收集的数据中对学校的认知趋势进行评估。总体样本包括8530名女生和8087名男生。数据按性别和11岁、13岁、15岁三个年龄组分别进行分析。趋势通过描述性类别和百分比来计算。为了确定影响对学校喜爱程度的因素，我们使用了二项逻辑回归。
结果显示，在四个调查期的每一期中，男生和女生对学校的满意度都随年龄下降。感觉没有得到老师高度支持的学生更容易对学校产生负面看法。与2002年相比，2014年两性都认为学校的任务更多、压力更大。
因此，通过教育系统支持对心理社会学校环境认知的干预措施应考虑到上述差异。
