مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Abstract
This research paper aims at establishing a causative relationship between child – family – school linkage and students’ behavior at school as well as their relationship to knowledge. In this paper, we tried to examine the reality of the impact of this mesosystem on shaping Tyna secondary School students’ behavior at school as well as their relationship to knowledge. To come with fruitful findings, we resorted to the mixed methodological approach using at the same time the open – ended questionnaire, the semi – structured interviews and the participant observation as techniques of data collection. This research strategy aimed at investigating the direct impact of the child- family – school linkage on students’ behavior at school. Then we also studied the impact of this variable on students’ relationship to knowledge. Complex as it were, this research directed us to use two different concepts of two different theories. The first one was that of Urie Bronfenbrenner’s ecology systems theory and the second one was that of Bernard Charlot’s theory on students’ relationship to knowledge. Two different theories and concepts shaped our methodology of research. In fact, Urie Bronfenbrenner’s ecology systems and more precisely the child – family – school linkage mesosystem stood as a vital variable that tremendously affected students’ behavior at school which by consequence affected Tyna Secondary School students’ relationship to knowledge. As a result, we may confirm that the more the child – family – school linkage is stronger the more students behave well at school and the more this linkage is weaker, students misbehave at school. On the other hand, students’ relationship to knowledge varied in degree of positiveness due to the strength or the weakness of the child – family – school linkage