EXPLORING THE PSYCHOLOGICAL NEEDS AND SCHOOL ATTACHMENT AMONG MIDDLE SCHOOL STUDENTS: A TIMSS 2019 ANALYSIS
Abstract
This study utilizes the TIMSS 2019 dataset to scrutinize the school engagement of 8th-grade students within the Turkish education system. Employing the Random Forest method, a data mining technique, we investigate factors in science and mathematics domains that are theorized to influence school engagement. The research delves into psychological elements, including lesson preferences, confidence in science, self-assurance, absenteeism, and the impact of teachers' instructional methods on school engagement, with a specific focus on student bullying. The sample comprises 3872 students in the science dataset and 3802 students in the mathematics dataset, resulting from data deletion and assignment processes from the original 4077 participants. Analysis utilized the open-source Python infrastructure, with the Orange 3.32 data mining program facilitating model setup. Evaluation metrics such as MSE, RMSE, MAE, and R2 values were employed to assess model performance. Results reveal commendable model performance, with values approximating zero in both science (MSE: 2.775, RMSE: 1.666, MAE: 1.267) and mathematics (MSE: 2.240, RMSE: 1.497, MAE: 1.131) domains. Variables accounted for 69.6% of school engagement in science and 75.7% in mathematics. The order of importance of variables exhibited substantial similarities in both areas, with student bullying identified as the most crucial factor. Our findings underscore the significance of addressing student bullying to enhance school engagement, emphasizing the psychological needs and attachment of middle school students. Future research endeavors should employ qualitative data collection methods, considering perspectives from students, peers, teachers, and parents. We recommend that education policies, particularly those crafted by the Turkish Ministry of National Education, prioritize sustained efforts to reduce and prevent student bullying in schools. School administrations, supported by counselors, should focus on diagnosing and mitigating bullying-related issues within and outside the school environment.
Keywords:
School attachment, Middle school students, Psychological needs, Student bullyingDownloads
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https://doi.org/10.5281/zenodo.10142788Issue
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