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Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning

Author

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  • Agne Brandisauskiene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Loreta Buksnyte-Marmiene

    (Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos Str. 66, LT-44191 Kaunas, Lithuania)

  • Jurate Cesnaviciene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Ausra Daugirdiene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Egle Kemeryte-Ivanauskiene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Rasa Nedzinskaite-Maciuniene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

Abstract

The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.

Suggested Citation

  • Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Ausra Daugirdiene & Egle Kemeryte-Ivanauskiene & Rasa Nedzinskaite-Maciuniene, 2021. "Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning," Sustainability, MDPI, vol. 13(21), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:11714-:d:663131
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    References listed on IDEAS

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    Cited by:

    1. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Ausra Daugirdiene & Egle Kemeryte-Ivanauskiene & Rasa Nedzinskaite-Maciuniene, 2021. "Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?," Sustainability, MDPI, vol. 13(24), pages 1-14, December.
    2. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva, 2023. "The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity," SAGE Open, , vol. 13(2), pages 21582440231, June.

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