Khzami Salah-Eddine, Razouki Abdelaziz, Selmaoui Sabah, Agorram Boujemaa
LIRDEF;Cadi Ayyad University, Ecole Normale Supérieure, Marrakech, Morocco.
J Educ Health Promot. 2020 Oct 30;9:271. doi: 10.4103/jehp.jehp_432_20. eCollection 2020.
Well-being in schools is often considered in relation to the educational and academic success of students. However, it is difficult, at present, not to consider the well-being of a student without an ecological and holistic perspective, in view of the interaction principles implemented in schools. This research aimed to identify the representations hold by Moroccan teenagers about well-being. It aimed, also, to do a comparison between two groups of teenagers: one belonging to urban and the other to rural areas.
This quantitative study concerns a sample of 1444 pupils (755 girls and 689 boys) enrolled in middle school. Research instrument for this study was questionnaire that includes 15 questions relating to well-being at school, relationships with the teacher, relationships between students, violence experienced, and coeducation.
From the analysis of data, pupils in the rural areas seem to be most sensitive to the "emotional" aspects of the teacher-pupil relationship. The girls are more satisfied in middle school than boys. This fact seems to be a very important factor in their retention and in reducing their dropout rate. As expected, academic success is highlighted in the two groups of students as an indicator of well-being. However, the fact of not knowing which orientation to choose constitutes a factor of ill-being for pupils, especially for girls. The results show also that well-being is not taken care of in the two environments (urban and rural). This will explain the results of Moroccan students assessed by the Program for the Monitoring of Student Achievement.
Training programs should focus on the development of teachers communication skills, ability to manage behavioral problems of their students and use teaching approaches to develop positive relationships between students.
学校中的幸福感通常与学生的教育和学业成就相关。然而，鉴于学校实施的互动原则，目前很难在没有生态和整体视角的情况下考虑学生的幸福感。本研究旨在确定摩洛哥青少年对幸福感的认知。它还旨在对两组青少年进行比较：一组来自城市，另一组来自农村。
这项定量研究涉及1444名初中学生（755名女生和689名男生）的样本。本研究的调查工具是问卷，其中包括15个与学校幸福感、师生关系、学生之间的关系、遭受的暴力以及男女同校有关的问题。
从数据分析来看，农村地区的学生似乎对师生关系的“情感”方面最为敏感。女生在中学比男生更满意。这一事实似乎是她们留校和降低辍学率的一个非常重要的因素。正如预期的那样，两组学生都将学业成功视为幸福感的一个指标。然而，不知道选择何种方向对学生，尤其是女生来说是造成不幸福感的一个因素。结果还表明，城市和农村这两种环境中的幸福感都未得到关注。这将解释摩洛哥学生在学生成绩监测项目中的评估结果。
培训项目应侧重于培养教师的沟通技巧、管理学生行为问题的能力以及运用教学方法来培养学生之间的积极关系。
