Tatjana Milosavljević Đukić, Dragana Bogavac, Andrijana Mikić

DOI Number
First page
Last page


Starting from the fact that primary school is a very important factor for the education of young people, we were interested in how senior primary school students see school as an educational environment, which is the goal of our research. The research was conducted on a sample of 309 eighth grade primary school students in ten cities in the Republic of Serbia. In this research, a descriptive method was used, and the Questionnaire for assessing the educational function of school from the perspective of senior primary school students was designed and used as the instrument. Statistical procedures such as frequencies and percentages, mean with corresponding standard deviation were used. Differences were tested with the Student's t-test. The obtained research results show a more complete picture of the educational role of school from the perspective of senior primary school students in the Republic of Serbia. The research findings can be used for a deeper observation of this very important pedagogical problem, in order to work on greater engagement, involvement in creating and maintaining a more positive attitude of students towards the school environment.


educational role of school, school as an educational environment, aspects of educational activities, student

Full Text:



Dymara Dziecko B. (2009). Podstawy uczenia się kompleksowego nowe kształty i wymiary edukacji. Kraków: Impuls.

Bear, G. G., Gaskins, C., Blank, J., & Chen, F. F. (2011). Delaware School Climate Survey – Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49(2), 157-174.

Bird, J. M., & Markle, R. S. (2012). Subjective well‐being in school environments: Promoting positive youth development through evidence‐based assessment and intervention. American Journal of Orthopsychiatry, 82(1), 61.

Borkar, V. N. (2016). Positive school climate and positive education: impact on students well-being. Indian Journal of Health & Wellbeing, 7(8), 861-862.

Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213.

Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental psychology, 42(4), 698.

Holtappels, H. G., & Meier, U. (2000). Violence in schools. European Education, 32(1), 66-79.

Kutsyuruba, B., Klinger, D. A., and Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Rev. Educ., 3, 103–135.

Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The impact of school climate on well-being experience and school engagement: a study with high-school students. Frontiers in psychology, 10, 2482.

Marsh, H., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard educational review, 72(4), 464-515.

Marshall, M. L. (2004). Examining School Climate: Defining Factors and Educational Influences. Georgia: Georgia State University Center for School Safety, School Climate and Classroom Management.

Milosavljević Đukic, T., Bogavac, D., & Radovanović, I. (2020). School as an educational environment from the pupils’ perspective. Educational space. Selected theoretical and practical approaches. Nowy Sacz: State University of Applied Sciences and Belgrade: Teacher Education Faculty.

Perkowska-Klejman A., & Górka-Strzałkowska A. (2016). Szkoła jako instytucja, system społeczny i organizacja, (w:) A. Minczanowska, A. Szafrańska-Gajdzica, M.

Pužić, S., Baranović, B., & Doolan, K. (2011). Školska klima i sukobi u školi. Sociologija i prostor, 49(3), 335-358.

Sabra, H. E., Hassan, A. M., & Mohammed, H. M. (2018). Relation between Students' Perception of Teaching Styles and Students' Academic Engagement in South Valley and Assiut Universities. Egyptian Journal of Health Care. 9(1) 187-204.

Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311.

Tapia-Fonllem C., Fraijo-Sing B., Corral-Verdugo V., Garza-Terán G., & Moreno-Barahona M. (2020). School Environments and Elementary School Children's Well-Being in Northwestern Mexico. Frontiers in Psychology, 11, 1-8.

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of educational research, 83(3), 357-385.

Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well-being in school among adolescents: The role of self-system factors. Journal of adolescence, 45, 138-148.

Tian, L., Tian, Q., & Huebner, E. S. (2016). School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128(1), 105-129.

Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352.

Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139-152.



  • There are currently no refbacks.

ISSN 2560 – 4600 (Print)
ISSN 2560 – 4619 (Online)