Research Article

CORRELATES OF SCHOOL CLIMATE: A STUDY OF MENTAL HEALTH WELLBEING, LECTURER-STUDENT RELATIONSHIP, SCHOOL CONNECTEDNESS AND MOTIVATION TO LEARN AMONG STUDENTS IN UNIVERSITY OF BENIN

Ufuomaoghene ATUMA1*, Osarenmwanta Daniel AIDEYAN2
1 Department of Educational Evaluation and Counselling Psychology, University of Benin, Nigeria
2 Department of Health, safety and Environmental Education, University of Benin, Nigeria
* Corresponding author: ufuomaogheneatuma@abueducationjournals.com
Published: Jun, 2026
Pages: 238 -246
Views: 43
Downloads: 19

Abstract

This study investigated the correlation indices of school climate with mental health wellbeing; lecturer-student
interpersonal relationship; school connectedness; and motivation to learn among undergraduates in the University
of Benin, Nigeria. Four hypotheses were formulated. A descriptive correlation research design was used for the
study which allows the researchers to establish the relationships that exist between school climate and mental
health wellbeing, lecturer-student interpersonal relationship, school connectedness and motivation to learn. The
population of the study is 12,140 which comprised of all full time undergraduate students of University of Benin
who are in the penultimate and final year of their studies under the 2024/2025 academic session. A sample of 408
full time undergraduate students was selected for the study with emphasis on those in their penultimate and final
year, using multi-stage sampling technique of stratified, simple, proportionate and purposive sampling techniques.
Two sets of self-reported questionnaires were used for data collection. Psychometric properties of the instrument
were ascertained for validity and reliability. The instrument was content validated by three experts in the field of
Health Education, sociology of education and educational management from the University of Benin. The
reliability of the instrument was ascertained using the split-half reliability approach in which 20 copies of the
validated instrument was administered and responses were segregated into odd and even items. The scores was
analyzed using the cronbach alpha analysis with the latest SPSS version to obtain the correlation coefficient. The
instrument was administered by the researchers with the help of four trained research assistants. Collected data
were analyzed using Pearson Product Moment Correlation at 0.05 level of significance. The findings revealed that
mental wellbeing, lecturer-students relationship, school connectedness and motivation to learn were positively
correlated to school climate. From the values of percentage of variability, school climate account significantly for
students’ mental wellbeing, lecturer-students relationship, school connectedness and motivation to learn among
students in university of Benin. In conclusion, school climate is the framework for promoting mental wellbeing
of students, lecturer-student relationship, school connectedness and motivation to learn. Therefore, the need for
school management and governing council to promote school climate becomes paramount particularly in
enhancing students' the mental and emotional well-being of students, fostering a positive learning environment
for suitable interpersonal relationship between lecturer and students, raising the sense of belongingness of students
and enhancing the motivation to learn.

Keywords

Mental wellbeing lecturer-student relationship school connectedness and motivation to learn.

References

  1. Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students' continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4–12. [https://doi.org/10.1016/j.cedpsych.2010.08.001](https://www.google.com/search?q=https://doi.org/10.1016/j.cedpsych.2010.08.001)
  2. Akorede, S. N., Ajayi, A., Toyin, A., & Uwadia, G. (2021). Influence of COVID-19 on the psychological wellbeing of tertiary institution students in Nigeria. Tanzania Journal of Science, 47(1), 70–79.
  3. Akorede, S. N., Sani, M., Maina, G., & Isiaq, A. T. (2023). Assessment of healthful school environment among public secondary schools in Sabon Gari Local Government Area, Kaduna State, Nigeria. Al-hikmah Journal of Education, 10(2), 23-27.
  4. Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121–145. [https://doi.org/10.1016/j.ijer.2018.01.012](https://www.google.com/search?q=https://doi.org/10.1016/j.ijer.2018.01.012)
  5. Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34.
  6. Bosacki, S., Talwar, V., & Lecce, S. (2023). Critical review: Secondary school climate and adolescents' emotional well-being. Adolescents, 3(3), 508–523.
  7. Buecker, S., Luhmann, M., Haehner, P., Bühler, J. L., Dapp, L. C., Luciano, E. C., & Orth, U. (2023). The development of subjective well-being across the life span: A meta-analytic review of longitudinal studies. Psychological Bulletin, 149(7–8), 418–446.
  8. Chepchieng, M. C., Mbugua, S. N., & Kariuki, M. W. (2016). University students' perception of lecturer–student relationships: A comparative study of public and private universities in Kenya. Educational Research and Reviews, 11(3), 80–84.
  9. Chung-Do, J. J., Goebert, D. A., Hamagani, F., Chang, J. Y., & Hishinuma, E. S. (2017). Understanding the role of school connectedness and its association with violent attitudes and behaviors among an ethnically diverse sample of youth. Journal of Interpersonal Violence, 32(9), 1–26. [https://doi.org/10.1177/0886260515588923](https://www.google.com/search?q=https://doi.org/10.1177/0886260515588923)
  10. Cohen, L., Manion, L., & Morrison, K. (2007). Educational research (6th ed.). Sage Publications.
  11. Conesa, P. J., Onandia-Hinchado, I., Dunabeitia, J. A., & Moreno, M. Á. (2022). Basic psychological needs in the classroom: A literature review in elementary and middle school students. Learning and Motivation, 79, Article 101819.
  12. Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute.
  13. Donaldson, C., Morgan, K., Page, N., Angel, L., & Moore, G. (2024). Mental health, bullying and school connectedness: A comparative analysis of school transition at age 11 from within the Welsh education system. British Educational Research Journal. Advance online publication. [https://doi.org/10.1002/berj.3985](https://www.google.com/search?q=https://doi.org/10.1002/berj.3985)
  14. Doumen, S., Verschueren, K., Buyse, E., De Munter, S., Max, K., & Moens, L. (2009). Further examination of the convergent and discriminant validity of the Student–Teacher Relationship Scale. Infant and Child Development, 18(5), 502–520.
  15. Emeka, N. (2015). Lecturer–student relationship and student academic performance: A study of Kogi State University. Global Journal of Applied, Management and Social Sciences, 10, 7–18.
  16. Grazia, V., & Molinari, L. (2021). School climate multidimensionality and measurement: A systematic literature review. Research Papers in Education, 36(5), 561–587. [https://doi.org/10.1080/02671522.2019.1697735](https://www.google.com/search?q=https://doi.org/10.1080/02671522.2019.1697735)
  17. Griffin, R., MacKewn, A., Moser, E., & VanVuren, K. (2012). Do learning and study skills affect academic performance? An empirical investigation. Contemporary Issues in Education Research, 5(2), 1–7. [https://doi.org/10.19030/cier.v5i2.6928](https://www.google.com/search?q=https://doi.org/10.19030/cier.v5i2.6928)
  18. Hawkins, G. T., Chung, C. S., Hertz, M. F., & Antolin, N. (2023). The school environment and physical and social-emotional well-being: Implications for students and school employees. Journal of School Health, 93(9), 799–812.
  19. Huang, Y., & Chui, H. (2024). Promoting adolescent subjective well-being: A classroom environment approach. Learning Environments Research, 27, 435–451.
  20. Hurd, N. M., Hussain, S., & Bradshaw, C. P. (2018). School disorder, school connectedness, and psychosocial outcomes: Moderation by a supportive figure in the school. Youth & Society, 50(3), 328–350. [https://doi.org/10.1177/0044118X15598029](https://www.google.com/search?q=https://doi.org/10.1177/0044118X15598029)
  21. Jennings, G. (2003). An exploration of meaningful participation and caring relationships as contexts for school engagement. California School Psychologist, 8, 43–52. [https://doi.org/10.1007/BF03340895](https://www.google.com/search?q=https://doi.org/10.1007/BF03340895)
  22. Konold, T., Cornell, D., Jia, Y., & Malone, M. (2018). School climate, student engagement, and academic achievement: A latent variable, multilevel multi-informant examination. AERA Open, 4, 1–17. [https://doi.org/10.1177/2332858418815](https://www.google.com/search?q=https://doi.org/10.1177/2332858418815)
  23. Lewis, T. J., McIntosh, K., Simonsen, B., Mitchell, B. S., & Hatton, H. L. (2017). School-wide systems of positive behavior support: Implications for students at risk and with emotional/behavioral disorders. AERA Open, 3(2). [https://doi.org/10.1177/2332858417711428](https://doi.org/10.1177/2332858417711428)
  24. Lewno-Dumdie, B. M., Mason, B. A., Hajovsky, D. B., & Villeneuve, E. F. (2020). Student-report measures of school climate: A dimensional review. School Mental Health, 12(1), 1–21. [https://doi.org/10.1007/s12310-019-09340-2](https://www.google.com/search?q=https://doi.org/10.1007/s12310-019-09340-2)
  25. Loft, L., & Waldfogel, J. (2021). Socioeconomic status gradients in young children's well-being at school. Child Development, 92(1), e91–e105.
  26. Li, Z., Li, J., Kong, J., Li, Z., Wang, R., & Jiang, F. (2024). Adolescent mental health interventions: A narrative review of the positive effects of physical activity and implementation strategies. Frontiers in Psychology, 15, Article 1433698.
  27. Mahabbati, A., Prabawati, W., Syamsi, I., Purwanta, E., & Purwandari, P. (2022). School connectedness, school climate and emotional and behaviour disorders in students: Examining relationships. Cypriot Journal of Educational Sciences, 17(5), 1774–1790. [https://doi.org/10.18844/cjes.v17i5.7304](https://www.google.com/search?q=https://doi.org/10.18844/cjes.v17i5.7304)
  28. Markowitz, A. J. (2017). Associations between school connection and depressive symptoms from adolescence through early adulthood: Moderation by early adversity. Journal of Research on Adolescence, 27(2), 298–311.
  29. Marraccini, M. E., & Brier, Z. M. (2017). School connectedness and suicidal thoughts and behaviors: A systematic meta-analysis. School Psychology Quarterly, 32(1), 5–21.
  30. Marsh, R. J., Higgins, K., Morgan, J., Cumming, T. M., Brown, M., & McCreery, M. (2019). Evaluating school connectedness of students with emotional and behavioral disorders. Children & Schools, 41(3), 153–160. [https://doi.org/10.1093/cs/cdz013](https://www.google.com/search?q=https://doi.org/10.1093/cs/cdz013)
  31. Meland, E. A., & Brion-Meisels, G. (2024). An integrative model for culturally sustaining SEL in the classroom. Social and Emotional Learning: Research, Practice, and Policy, 3, Article 100042.
  32. Merino, M., Tornero-Aguilera, J. F., Rubio-Zarapuz, A., Villanueva-Tobaldo, C. V., Martín-Rodríguez, A., & Clemente-Suárez, V. J. (2024). Body perceptions and psychological well-being: A review of the impact of social media and physical measurements on self-esteem and mental health with a focus on body image satisfaction and its relationship with cultural and gender factors. Healthcare, 12(14), Article 1396.
  33. Newton, N. (2022). Psychological elements in learning situations and motivation. Journal of School-Based Management, 88, 100–114.
  34. Olubiyi, S. K., Muraina, K. O., Akorede, S. N., Balogun, R. O., Olubiyi, V. M., & Ayeni, A. R. (2019). Relationship between the use of drugs and violent sexual behavior among married men: A case study of Alimosho Local Government Area, Lagos State. Achievers Journal of Scientific Research, 2(1), 1–5.
  35. Pianta, R. C. (2011). Student–Teacher Relationship Scale (STRS). Psychological Assessment Resources.
  36. Rudasill, K. M., Snyder, K. E., Levinson, H., & Adelson, J. L. (2018). Systems view of school climate: A theoretical framework for research. Educational Psychology Review, 30(1), 35–60. [https://doi.org/10.1007/s10648-017-9401-y](https://www.google.com/search?q=https://doi.org/10.1007/s10648-017-9401-y)
  37. Shochet, I. M., Smith, C. L., Furlong, M. J., & Homel, R. (2011). A prospective study investigating the impact of school belonging factors on negative affect in adolescents. Journal of Clinical Child & Adolescent Psychology, 40(4), 586–595.
  38. Thomson, R. M., Igelström, E., Purba, A. K., Shimonovich, M., Thomson, H., McCartney, G., Reeves, A., Leyland, A., Pearce, A., & Katikireddi, S. V. (2022). How do income changes impact on mental health and wellbeing for working-age adults? A systematic review and meta-analysis. The Lancet Public Health, 7(6), e515–e528.
  39. Tucker, C. M., Zayco, R. A., & Herman, K. C. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39(4), 477–488. [https://doi.org/10.1002/pits.10038](https://www.google.com/search?q=https://doi.org/10.1002/pits.10038)
  40. Turner, E., & Meyer, T. (2020). Learning environment, lecturer–student relationship and academic interest among interns. Journal of School and Environment, 4, 78–89.
  41. Tusha, A., Bulut, S., & Al-Hendawi, M. (2024). Promoting a healthy school environment via social-emotional learning in the high school setting: An overview. Advances in Medicine, Psychology and Public Health, 1(3), 156–163.
  42. University Academic Planning. (2022). Student statistics across faculties. Uniben Press.
  43. Wang, M.-T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children's academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, Article 100912. [https://doi.org/10.1016/j.dr.2020.100912](https://www.google.com/search?q=https://doi.org/10.1016/j.dr.2020.100912)
  44. Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315–352.
How to Cite

ATUMA, U., & AIDEYAN, O. D. (2026). CORRELATES OF SCHOOL CLIMATE: A STUDY OF MENTAL HEALTH WELLBEING, LECTURER-STUDENT RELATIONSHIP, SCHOOL CONNECTEDNESS AND MOTIVATION TO LEARN AMONG STUDENTS IN UNIVERSITY OF BENIN. Journal of Educational Research and Development, 21(2), 238 -246.

U. ATUMA, and O. D. AIDEYAN, "CORRELATES OF SCHOOL CLIMATE: A STUDY OF MENTAL HEALTH WELLBEING, LECTURER-STUDENT RELATIONSHIP, SCHOOL CONNECTEDNESS AND MOTIVATION TO LEARN AMONG STUDENTS IN UNIVERSITY OF BENIN," Journal of Educational Research and Development, vol. 21, no. 2, pp. 238 -246, June 2026.

Share this article:
Facebook X / Twitter LinkedIn
Download PDF View Full Text (PDF) Back to Articles