Psychologically Friendly Schools: The Impact of School Well-Being on Islamic Primary School Student Engagement

Information from the abstract

A psychologically friendly school environment is related to school well-being and student involvement in learning. Although these two aspects have been extensively researched, empirical evidence in the context of Islamic primary schools in Indonesia still needs to be expanded. This study aims to describe school welfare and student involvement and analyze the relationship between the two in grades IV–VI. The study uses a quantitative approach with an ex post facto correlational design. A total of 57 students were selected through purposive sampling techniques. Data were collected using a Likert scale questionnaire and analyzed through descriptive statistics, normality tests, linearity tests, and simple linear regression. The results showed that school well-being and student involvement were in the moderate category. There was a positive and significant relationship between the two variables (Y = 7.756 + 0.484X; t = 4.744; p < 0.001; R = 0.539). A value of R² = 0.290 indicates that school well-being explains 29% of the variation in student engagement. These findings enrich the empirical evidence in the context of Islamic primary education and emphasize the importance of strengthening positive relationships between students and designing learning that encourages cognitive engagement. The cross-sectional design does not allow for the drawing of cause-and-effect conclusions.

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Related topics: Educational Environments and Student Outcomes · Education and Islamic Studies · Early Childhood Education and Development