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Sustainability
Volume 13
Issue 21
10.3390/su132111714
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Article

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

by
Agne Brandisauskiene
1,
Loreta Buksnyte-Marmiene
2,*,
Jurate Cesnaviciene
1,
Ausra Daugirdiene
1,
Egle Kemeryte-Ivanauskiene
1 and
Rasa Nedzinskaite-Maciuniene
1
1
Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania
2
Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos Str. 66, LT-44191 Kaunas, Lithuania
*
Author to whom correspondence should be addressed.
Sustainability 2021, 13(21), 11714; https://doi.org/10.3390/su132111714
Submission received: 30 September 2021 / Revised: 20 October 2021 / Accepted: 21 October 2021 / Published: 23 October 2021
(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)
Versions Notes

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.
Keywords: sustainable school environment; engagement in learning; secondary school; behavioural engagement; emotional engagement sustainable school environment; engagement in learning; secondary school; behavioural engagement; emotional engagement

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MDPI and ACS Style

Brandisauskiene, A.; Buksnyte-Marmiene, L.; Cesnaviciene, J.; Daugirdiene, A.; Kemeryte-Ivanauskiene, E.; Nedzinskaite-Maciuniene, R. Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning. Sustainability 2021, 13, 11714. https://doi.org/10.3390/su132111714

AMA Style

Brandisauskiene A, Buksnyte-Marmiene L, Cesnaviciene J, Daugirdiene A, Kemeryte-Ivanauskiene E, Nedzinskaite-Maciuniene R. Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning. Sustainability. 2021; 13(21):11714. https://doi.org/10.3390/su132111714

Chicago/Turabian Style

Brandisauskiene, Agne, Loreta Buksnyte-Marmiene, Jurate Cesnaviciene, Ausra Daugirdiene, Egle Kemeryte-Ivanauskiene, and Rasa Nedzinskaite-Maciuniene. 2021. "Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning" Sustainability 13, no. 21: 11714. https://doi.org/10.3390/su132111714

APA Style

Brandisauskiene, A., Buksnyte-Marmiene, L., Cesnaviciene, J., Daugirdiene, A., Kemeryte-Ivanauskiene, E., & Nedzinskaite-Maciuniene, R. (2021). Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning. Sustainability, 13(21), 11714. https://doi.org/10.3390/su132111714

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