Research On The Relationship Between Perceived School Climate And Learning Engagement Of Rural Junior High School Boarding Students

The national policy of focusing on strengthening the construction of rural boarding schools causes a growing concern about the development of rural junior high school boarders.As one of the environmental variables in the school,the school climate bears the burden of psychological counseling and meeting basic psychological needs.According to basic psychological needs theory,a positive school climate and a supportive school environment can have a positive impact on students’ mental status,learning behaviour,and interpersonal interactions,and also reduce the probability of negative behaviors,by meeting students’ basic psychological needs.Rural boarding schools are a relatively closed environment where students are exposed to a more homogeneous flock and have a weaker connection to the home and the outside world of school.For rural junior high school boarding students,the most daily contact is not with the family but with the school.Therefore,compared to the non-boarding school,a positive school climate may have a greater facilitating and enhancing effect on the psychological and behavioural development of students in boarding schools,and may act as a protective factor for disadvantaged students.In summary,based on basic psychological needs theory and social-ecological system theory,this study focuses on the impact of perceived school climate by rural junior high school boarding students on learning engagement,constructs a structural equation model based on the mediating effect of basic psychological needs,and proposes targeted educational recommendations based on the data results.Based on the analysis of literature,this study investigated the basic information,students’ perception of school climate,basic psychological needs and learning engagement of students in three rural boarding junior high schools in County H,Province Y,using a questionnaire survey method to collect data.In the data analysis,descriptive analyses,tests of variance,correlation analyses and tests of mediating effects were carried out to draw the following conclusions.1.Rural junior high school boarding students’ perceived school climate,basic psychological needs,and learning engagement are generally at the middle to high level.There are significant differences in the perceived school climate of rural junior high school boarding students in terms of student grade,family location,whether to being class leaders,parents’ education,father’s occupation,and school location.There are significant differences in the basic psychological needs of rural junior high school boarding students in terms of student grade,whether to being class leaders,parents’ education,and father’s occupation.There are significant differences in the commitment to learning of rural junior high school boarding students in terms of grade,home location,whether to being class leaders,mother’s education,father’s occupation,and school location.2.Rural junior high school boarding students’ perceived school climate predicts their learning engagement level significantly and positively.3.Rural junior high school boarding students’ perceived school climate predicts their basic psychological needs significantly and positively.4.Rural junior high school boarding students’ basic psychological needs predicts their learning engagement level significantly and positively.5.The perceived school climate of rural junior high school boarding students can indirectly predict the level of learning engagement through basic psychological needs,i.e.there is a mediating effect of rural junior high school boarding students’ basic psychological needs in students’ perceived school climate and learning engagement;in the three-dimensional mediating effect model of students’ basic psychological needs,competence needs have the largest effect in the mediating model,followed by belonging needs and autonomy needs had the smallest effect;basic psychological needs mediated all five dimensions of students’ perceived school climate in the predictive model of learning engagement.Based on the above findings,this study proposes educational recommendations from the perspective of perceived school climate: enhance the function of boarding school life services to create a comfortable and safe boarding atmosphere;close the boarding school home-school connection to create a warm interpersonal atmosphere;take advantage of the boarding school’s all-weather education to create a rich and diversified development platform.