. Salah‑Eddine Khzami; . Abdelaziz Razouki; . Sabah Selmaoui; . Boujemaa Agorram
Volume 10, Issue 10 , October 2020, , Pages 1-7
Abstract
CONTEXT: Well‑being in schools is often considered in relation to the educational and academicsuccess of students. However, it is difficult, at present, not to consider the well‑being ...
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CONTEXT: Well‑being in schools is often considered in relation to the educational and academicsuccess of students. However, it is difficult, at present, not to consider the well‑being of a studentwithout an ecological and holistic perspective, in view of the interaction principles implemented inschools. This research aimed to identify the representations hold by Moroccan teenagers aboutwell‑being. It aimed, also, to do a comparison between two groups of teenagers: one belonging tourban and the other to rural areas.METHODS: This quantitative study concerns a sample of 1444 pupils (755 girls and 689 boys)enrolled in middle school. Research instrument for this study was questionnaire that includes 15questions relating to well‑being at school, relationships with the teacher, relationships betweenstudents, violence experienced, and coeducation.RESULTS: From the analysis of data, pupils in the rural areas seem to be most sensitive to the“emotional” aspects of the teacher–pupil relationship. The girls are more satisfied in middle schoolthan boys. This fact seems to be a very important factor in their retention and in reducing their dropoutrate. As expected, academic success is highlighted in the two groups of students as an indicatorof well‑being. However, the fact of not knowing which orientation to choose constitutes a factor ofill‑being for pupils, especially for girls. The results show also that well‑being is not taken care of inthe two environments (urban and rural). This will explain the results of Moroccan students assessedby the Program for the Monitoring of Student Achievement.CONCLUSIONS: Training programs should focus on the development of teachers communicationskills, ability to manage behavioral problems of their students and use teaching approaches to developpositive relationships between students.