Publicação
The silent side of schooling: linking students’ learning experiences to schools’ profiles
| datacite.subject.sdg | 04:Educação de Qualidade | |
| dc.contributor.author | Serra, Lídia | |
| dc.contributor.author | Pinheiro, Generosa | |
| dc.contributor.author | Alves, José Matias | |
| dc.date.accessioned | 2026-10-06T15:52:37Z | |
| dc.date.available | 2026-10-06T15:52:37Z | |
| dc.date.issued | 2026-10-01 | |
| dc.description.abstract | In transformative times, when education and how students learn are being reshaped, listening to students’ voices is not only a diagnostic tool but also a compass. Given the importance of creating learning environments in which every student can and wants to learn, this study, grounded in Bronfenbrenner’s ecological systems theory, analyses students’ learning experiences and links them to schools’ ecological profiles. It examines the school’s effect and assesses how proximal classroom factors—teachers’ support, assessment experience, and emotional discomfort—and distal school-wide factors—school climate and relationships with peers—shape students’ self-reported learning experience. The study draws on survey data from 1012 students and uses ANOVA to identify differences among schools, alongside two separate SEM analyses to examine how proximal classroom-related and distal school-wide dimensions are associated with students’ learning experience. The quantitative approach was complemented by a content analysis of the schools’ evaluation reports to identify organizational attributes that may explain students’ feelings. The findings suggest that schools may be structurally similar, but students experience them differently; students’ learning experiences are more strongly shaped by assessment experiences and school climate. From an ecological perspective, the study identifies differentiated school profiles and offers guidance on designing interventions to improve well-being and promote students’ identification with the school. | eng |
| dc.identifier.doi | 10.3390/youth6040143 | |
| dc.identifier.other | c0cfbdad-75f3-47c5-9626-8aeff52be534 | |
| dc.identifier.uri | http://hdl.handle.net/10400.14/59785 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | MDPI | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Well-being | eng |
| dc.subject | Ecological systems theory | eng |
| dc.subject | Students' feelings | eng |
| dc.subject | Learning experience | eng |
| dc.subject | Assessment experience | eng |
| dc.subject | School climate | eng |
| dc.subject | School effects | eng |
| dc.subject | Students' voice | eng |
| dc.title | The silent side of schooling: linking students’ learning experiences to schools’ profiles | |
| dc.type | research article | |
| dspace.entity.type | Publication | |
| oaire.citation.issue | 4 | |
| oaire.citation.volume | 6 | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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