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Effects of Quality of School Life and Classroom Environment on Student Engagement: A Chinese Study

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This study proposed and tested in China a model of the direct effects of classroom learning environment on students’ perceptions of quality of school life as well as on their sense of belonging in primary schools. The results of structural equation modeling analysis indicated that class emphasis on learning and learning with peers was a more significant predictor of students’ perceptions of the quality of their school life than the factor class emphasis on performing well. In addition, the results of this study revealed that among the sub-scales of quality of school life, general satisfaction, social integration and teacher-student relations were found to affect significantly and positively students’ sense of belonging. Implications for curriculum reform and school improvement in China are discussed.
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Keywords: China; classroom environment; primary schools; quality of school life; student engagement

Document Type: Research Article

Publication date: 2011-01-01

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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