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The Ahart Student Index includes 30 items across six domains, each closely aligned with key performance indicators (KPIs). Based on the research of Dr. John Hattie and Dr. Richard Ryan, the survey assesses critical aspects such as disciplinary issues, positive peer relationships, well-being, persistence, engagement, intrinsic motivation, and school involvement, ultimately influencing academic achievement. These elements provide insights into how well schools motivate students and foster a culture of success.
School Culture refers to the overall environment and ethos of the school, focusing on fairness, kindness, pride, and inclusivity as perceived by students. According to Hattie (2018), a positive school culture fosters higher student engagement and motivation, which directly impacts academic achievement with an effect size of 0.62. Ryan and Deci's (2017) Self-Determination Theory emphasizes that a school culture that promotes fairness and relatedness enhances students' sense of belonging, leading to improved well-being and higher involvement in school activities. A recent study by Allen et al. (2020) shows that students who feel proud of their school and believe in its values are more likely to recommend the school to others, reinforcing a cycle of positive school identity and increased student engagement.
School Engagement refers to the active participation, curiosity, and enthusiasm students show toward learning, both inside and outside the classroom. Hattie (2018) found that student engagement has a significant effect on academic achievement, with an effect size of 0.48, demonstrating its strong impact on learning outcomes. Niemiec and Ryan (2009) explain that when students' psychological needs for autonomy, competence, and relatedness are met, they experience increased intrinsic motivation, engagement, and well-being. These outcomes contribute to enhanced academic performance and personal development. A recent study by Finn and Zimmer (2019) shows that students who regularly participate in class discussions and share their learning with family are more likely to experience higher academic motivation, leading to improved overall performance and long-term academic success.
Teacher Support refers to the degree to which teachers foster a learning environment where students feel understood, are given choices, and are supported through patient and explanatory instruction. Patall, Cooper, and Robinson (2008) found that offering students choices in their learning process enhances intrinsic motivation and academic engagement, leading to higher levels of achievement and a more positive attitude toward school. Hattie (2012) found that teachers who provide constructive feedback and take time to explain student mistakes lead to greater understanding and deeper learning, with an effect size of 0.73 on student achievement. A study by Reeve et al. (2019) demonstrated that when teachers strive to understand their students' perspectives and provide clear reasons for learning tasks, students experience higher levels of engagement, well-being, and academic success.
Academic Expectations refer to students' beliefs about their academic abilities, understanding of the material, and confidence in meeting academic challenges and explaining their learning to others. Hattie (2012) found that students’ expectations of their own academic performance have a strong influence on their actual achievement, with an effect size of 0.90, making it one of the most significant predictors of academic success. A study by Schunk and DiBenedetto (2020) emphasized that when students feel confident in handling challenging schoolwork, they are more likely to engage in deep learning and perform better academically. Ryan, Deci, and Vansteenkiste (2016) suggest that when students believe in their academic abilities and are able to explain their learning, they experience heightened intrinsic motivation, engagement, and academic success, reinforcing the critical role of competence in academic environments.
Belonging refers to students' sense of connection, understanding, respect, and involvement with peers and school activities, which is essential for their social and emotional well-being. Baumeister and Leary (1995) found that a strong sense of belonging leads to greater emotional well-being and reduces feelings of loneliness, contributing positively to student motivation and engagement in school activities. Hattie’s (2012) research identified a high correlation between peer relationships and academic success, with an effect size of 0.52, indicating that students who feel connected to their peers are more likely to succeed academically. Allen et al. (2018) highlighted that participation in school clubs, teams, or artistic groups enhances students’ sense of belonging, which in turn fosters higher levels of engagement, motivation, and persistence in school tasks, contributing to long-term academic success.
School Safety refers to students' perceptions of physical security, behavioral environment, and the degree to which they feel supported and cared for by adults at their school. Cornell and Mayer (2010) found that a positive school climate, characterized by safety and strong adult-student relationships, significantly reduces bullying and disruptive behavior, leading to higher student well-being and academic achievement. A study by Gottfredson et al. (2017) highlights that schools with effective safety policies and clear behavioral expectations see improved student engagement and fewer disciplinary issues, which correlates with higher academic performance. According to Hattie (2012), the presence of caring adults who prioritize student safety fosters an environment where students feel secure, which is crucial for their ability to concentrate on learning and maintain positive relationships with peers.