The relationship between perception of the learning environment and academic quality and vitality of high school students.

Abstract

Background and Objective: One of the factors related to academic performance in students is the perception of the learning environment. The purpose of this study was to investigate the relationship between the perception of the learning environment and the quality and academic vitality of secondary school students in Tehran's 15th district.
Method: The research method was descriptive and correlational. The sampling method was carried out in a multi-stage cluster. Among 118 secondary schools in Tehran's 15th district (55 boys' schools and 63 girls' schools), 20 girls' schools and 20 boys' schools were initially selected randomly, and in the next stage, 3 boys' schools and 3 girls' schools were selected randomly from each cluster. Assuming 30 students per school, the sample population was determined. The measurement tools included: Sweeney et al.'s Learning Environment Perceptions Questionnaire (1994), Inley and Burke's Academic Quality Questionnaire (1992), and Martin and Marsh's Academic Vitality Questionnaire (2006). The data were analyzed using univariate regression and Pearson's correlation coefficient in SPSS-28 software.
Findings: The results showed that there is a positive and significant relationship between the perception of the learning environment and the quality and academic vitality of students. In other words, the more favorable the students' perception of the learning environment, the higher their academic quality and vitality will be.
Conclusion: The results of the present study indicate the importance of the learning environment in improving the quality and academic vitality. Therefore, paying attention to improving learning conditions and providing a supportive and motivating environment can play a key role in increasing the academic quality and creating more vitality in students.