CORRELATES OF SCHOOL CLIMATE: A STUDY OF MENTAL HEALTHWELLBEING, LECTURER-STUDENT RELATIONSHIP, SCHOOLCONNECTEDNESS AND MOTIVATION TO LEARN AMONG STUDENTS INUNIVERSITY OF BENIN

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.