Exploring the Values of Education Using Student Viewpoints to Redesign the Educational Structure to Achieve Optimal Experiences
Year: 2016
Type: article
Abstract: A study was performed to understand students' viewpoints on how well a high school cared for their emotional wellbeing.Q methodology was utilized to gain quantitative and qualitative results.Quantum analysis extracted three distinct viewpoints.Individualists believe the school values emotional wellness when it recognizes the personal talents, strengths, interests, needs, and stressors of its students.Flowers feel most valued when they are challenged to achieve at their highest ability levels.Distressed in School believe the school must do more to care for students' emotional needs as much as their academic success.All three viewpoints agree that schools should value students' emotional wellbeing, which includes involving them in decisions that affect the educational climate.Students also agree that high levels of stress created by standardized testing does not help them learn or perform better.The viewpoints also identified specific teacher behaviors as being supportive or detrimental to their emotional wellbeing.Implications center on restructuring the educational system based on Csikszentmihalyi's concept of Flow.Suggestions feature elements of curriculum design and delivery, teacher training programs, student empowerment strategies, and repurposing stressors to stimulate positive emotions.v 2 I would define our school environment as "kind and caring".2 -3 -1.08 2 0.97* -2 -0.83 23 Our school environment contributes to my happiness by allowi 23 -1 -0.39 2 0.74* -2 -0.47 10 In general, teachers and administrators show they care when 10 -2 -0.95 1 0.55* -2 -0.83 5 In general, teachers show they care when they teach to the s 5 -2 -0.88 0 -0.00 -2 -0.91 28 Regular procedures and school policies make me feel that I a 28 -3 -1.40 -1 -0.07 -2 -0.97 6 I believe this school values my happiness level.6 -2 -0.94 -1 -0.23 -3 -1.43 32 I believe this school cares about students' test scores but 32 3 1.17 -2 -0.42* 2 0.83 38 The stress to get good grades and perform on standardized ex 38 1 0.69 -2 -0.68* 3 1.27 20 I believe that in this school getting good grades is valued 20 2 0.98 -3 -1.13* 1 0.64 14 I believe this school does not take into account that studen 14 2 0.91 -3 -1.30 -1 -0.30 39 The stress from getting good grades makes me not want to com 39 -2 -0.64 -3 -1.43 2 0.68 27 I believe there is no use for me at this school other than t 27 -1 -0.36 -4 -2.07* 1 0.10 PQMethod2.35DZupsic PAGE 18 Path and Project Name: C:\PQMethod/DZupsic Oct 31 15 Distinguishing Statements for Factor 3 (P < .05 ; Asterisk (*) Indicates Significance at P < .01)Both the Factor Q-Sort Value (Q-SV) and the Z-Score (Z-SCR) are Shown.Factors 1 2 3 No.Statement No. Q-SV Z-SCR Q-SV Z-SCR Q-SV Z-SCR 36 I feel that this school is a very stressful place.36 -2 -0.52 -2 -0.52 4 1.87* 26 Because of stress and anxiety, there are times when I have c 26 1 0.09 1 0.00 3 1.30* 30 Because of stress and anxiety, there are times when I have c 30 -1 -0.49-1 -0.19 3 1.18* 39 The stress from getting good grades makes me not want to com 39 -2 -0.64 -3 -1.43 2 0.68* 14 I believe this school does not take into account that studen 14 2 0.91 -3 -1.30 -1 -0.30 15 I feel emotionally supported in this school.15 -1 -0.15 1 0.33 -2 -0.83 3 I feel confident the education I am receiving here is prepa 3 -1 -0.08 -1 -0.26 -3 -1.13 PQMethod2.35DZupsic PAGE 19 Path and Project Name: C:\PQMethod/DZupsic Oct 31 15 Consensus Statements --Those That Do Not Distinguish Between ANY Pair of Factors.All Listed Statements are Non-Significant at P>.01, and Those Flagged With an * are also Non-Significant at P>.05.Factors
Author: David J. Zupsic
Institution: Youngstown State University
Language: English
Topic: Q Methodology Applications
Subfield: General Social Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2611502882