The Influence of Socio-Educational Participation Towards Educational Well-being among Secondary School Children in Sri Lanka
DOI:
https://doi.org/10.70148/rise.v3i4.15Keywords:
Socio-Educational Participation, Educational Wellbeing, Children, Soft Skills, Hard Skills, Socio-Educational Participation, Educational Well-being, Children, Soft Skills, Hard SkillsAbstract
This study investigates the influence of socio-educational participation on the educational well-being of secondary school students in Sri Lanka. Student well-being, encompassing academic, social, and emotional dimensions, is crucial for success. However, the relationship between socio-educational participation, including parental involvement and student engagement in classroom and extracurricular activities, and student well-being in Sri Lanka remains under-explored. A quantitative approach was employed, surveying 1,350 students across diverse regions of Sri Lanka using a structured questionnaire. Descriptive statistics, Inferential statistics, specifically multiple regression analysis, were employed to explore the predictive relationship between socio-educational participation and educational well-being. The findings reveal that student participation in lesson activities is the most significant factor associated to educational well-being (34.9%) of the variance (ΔR² = 0.349), followed by parental involvement (6.1%) of the variance (ΔR² = 0.061), and participation in school activities (0.2%) (ΔR² = 0.002). These results demonstrate that active socio-educational participation, particularly student engagement in lessons, plays a vital role in enhancing student access to resources, skill development, and overall well-being. The study concludes that targeted educational policies and practices should prioritise fostering both parental involvement and, most importantly, student engagement to improve educational outcomes and well-being within the Sri Lankan context.
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