Students learning

Learning involves acquiring knowledge and skills and making them available from
memory easily so that you can make sense of future problems and possibilities (Brown
et. al., 2014). By connecting new knowledge with knowledge and concepts that they
already know students learn to create new definitions (NRC, 2000). Research indicates
that inactive social classrooms, students express information most efficiently, where
they negotiate understanding through interaction and diverse approaches. As
experienced learners, teachers should be mindful that students often have less defined
or incomplete conceptual structures (Kober, 2015).

Teachers should also devise strategies to assist students in developing and learning ways
to become professional learners whose conceptual constructs are deeply incorporated,
transferable, rooted in a solid memory and ability base, and easily retrieved (Ambrose,
et. al, 2010). Learning is a very personal, complex, and, to some extent, indescribable
process: something we just do without giving it much thought. It's also a socially
dynamic operation. The most striking finding of recent studies on childhood and
adolescent learning is that very little is achieved by conscious and intentional instruction
(Kelly, 2002).

Moreover, other types of social learning, on the other hand, are more sophisticated and
basic. They are more pervasive than schooling in terms of evolution, creation, and
pervasiveness. They also played a much larger role in several historical periods and
cultural traditions. Children learn by studying and imitating the people in their
community. This is referred to as observational learning by psychologists. They also
learn by listening to what other people have to say about how the world works—a
process psychologists refer to as "learning from testimony" (Gopnip, 2016).

Physical health and well-being

The field of physical health and well-being assesses children's mental, physical, and
emotional well-being, as well as their body appearance and health habits. Regular sleep,
exercise, and diet are both essential for children's balanced physical development as
well as social and psychological adaptation, according to a broad body of evidence.
Rapid physical changes occur during middle childhood due to puberty and can have a
significant impact on children's sense of identity, body appearance, and psychological
well-being ( Schonert – Reichl K.A & Thomson K., 2007).
           Academic achievement for schools is a key mission; it is not the only goal. Public
schools also prepare students with an appreciation for a variety of knowledge and
dispositions, including culture and the arts, to be healthy, productive, moral citizens.
Schools help students grow physically, socially, mentally, and cognitively through the
incorporation of those skills and abilities as well as a welcoming atmosphere. It is easier
for those who fulfill these basic needs to help students change their behavior, attitudes,
and achievements (Learning First Alliance, 2001). 

Also, schooling has an impact on lifelong health; individuals who achieve higher levels of
education tend to live longer in general. The national health goals include the increasing
completion rate of high school to 90 percent and increasing the proportion of schools
that provide health education to 70 percent to reduce risk behaviors that lead to injury,
development of chronic disease, and death (US Department of Health and Human
Services, 2000).

 Furthermore, without these changes, the willingness of students to learn will continue
to be impeded by poor health-related attitudes and conditions. Because of asthma and
upper respiratory infections, many students skip important educational opportunities or
are inattentive in class because of poor sleep patterns and insufficient nutrition. Some
students are unable to focus due to pain from dental issues or family disputes, or
because they face actual or perceived threats to their safety or lack the interpersonal
and social skills required to work in a modern cooperative classroom (Lewallan, 2004).

Furthermore, while schools cannot be responsible at all times, as when at home or in th
e neighborhood, for the health and safety of their students, they should ensure that the 
student acquires the knowledge and skills to make healthy decisions. School leaders sho
uld promote healthier choices for students and enact policies and practices that build a 
school atmosphere that promotes clear expectations of healthy conduct by teachers, e
mployees and students, and (Lohrmann, 2003).

Connectedness
The connectedness domain measures the sense of support and belonging of children at
home, at school, in the peer group, and the neighborhood/community, as well as their
perceptions of the intimacy of friendship, several significant adults in school, availability
of safe places in the community for children, and availability of services in the
community for children(Schonert-Reichl, K. A. & Thomson K.2007).

           School connectivity is the assumption held by students that the school's adults
and peers care about their learning and themselves as individual people (Centers for
Disease Control and Prevention, 2009a). When they feel linked to the school, students
tend to participate in healthy behaviors and excel academically. Research has shown
that several risk activities  (Resnick et. al., 2007), including premarital sex involvement,
liquor, cigarettes, and other substance use, and aggression and gang activity, are less
likely to affect young people who feel linked to their school. Students who felt
connected to school are also more likely to achieve positive academic results, including
high grades and scores, have good school attendance, and remain longer in school (Klem
& Connell, 2004; Rosenfeld et. al, 2008; Battin-Pearson et. al., 2000; Barber & Olsen,
2007).

        Additionally, for young adults that are at an elevated risk of feeling disconnected or
separated from anyone, school interactions are especially significant. Children with
disabilities, learners who were lesbian, homosexual, bisexual, transsexual or doubt their
sexuality, students who are homeless, or any student who is continually truant because
of a lot of scenarios are those at higher risk of feeling isolated. Students become more
linked to the school through solid family engagement and positive school staff, inclusive
school environments, and curricula that represent the reality of a diverse student body
(Centers for Disease Control and Prevention, 2009b).

Moreover, for both boys and girls, school connectivity was found to be the strongest
protective factor in reducing alcohol use, school absence, early sexual involvement,
abuse, and the risk of accidental injury (Resnick et al., 2000). In this same study, after
family interaction, school connectivity was second in importance as a protective factor
against emotional distress, disordered eating, and suicidal ideation and attempts
(Resnick et. al., 2000; Blum et. al. 2002).

      Furthermore, study has also shown a positive association between school
connectivity and educational outcomes (Mcneely, 2003), including school attendance,
remaining in school longer (Battin et. al., 2000), and higher grades and test scores in the
class (Klem et. al., 2000). In contrast, it is less likely for students who perform well
academically to participate in risky behaviors. Students with higher grades are
substantially less likely to carry a firearm, smoke cigarettes, drink alcohol, and have
sexual intercourse than students with lower grades (Hawkin et. al., 2010). 

Lastly, strong interpersonal abilities make it possible for learners to sustain healthy
relationships. Students who report feeling most linked to school often report having the
most friends at school and having friends who are integrated by race and gender from
many distinct social classes. In comparison, those students who report feeling less
related to school have more outside school friends than inside or are socially
disconnected, reporting little friends either inside or outside school (Blum, 2002).

Socio emotionql

The social-emotional growth domain assesses children's motivation, satisfaction with

life, self-regulation (short-term and long-term), general self-concept, empathy, prosocial
attitudes, depressive symptoms, and anxiety symptoms (Schonert-Reichl, K. A. &
Thomson , 2007).

           Social-emotional growth refers to how children learn how to communicate their
emotions, develop experiences, and exercise social skills. Socio-emotional growth during
pre-school and kindergarten years is critical (Reschke, 2019; Stanberry, 2019). It has
been related to balanced intellectual development and is believed to be a cornerstone
for future education accomplishment (Bohlin & Hagekull, 2009; Stanberry, 2019). Poor
socio-emotional growth can contribute to destructive behavioral issues that have been
shown to be highly stable in studies during childhood and adolescence (Bohlin &
Hagekull, 2009). The emphasis on developing these abilities in young children has been
increased by recent social changes (Lee, 2019)

Additionally, a combination of social and emotional intelligence is socio-emotional

development (Carter, 2016). It refers explicitly to the capacity of a child for self-esteem,
confidence, and empathy (Carter, 2016; Stanberry, 2019). It also requires being able to
use language and cognitive curiosity as a form of expression (Bohlin & Hagekull, 2009;
Carter, 2016). Three core factors affect socio-emotional development: biology, including
genetics and disposition, the environment, including socio-economic status and support,
and relationships. Biology contains variables like genetics and temperament (Bohlin &
Hagekull, 2009).

Moreover, to achieve positive results in school, at work, and more importantly in life,
children and adolescents need a balanced collection of cognitive, social and emotional
skills (OECD Skills Studies, 2015). Numerous indicators of social effects, including better
wellbeing, life satisfaction, subjective well-being, and decreased chances of participation
in anti-social behaviors, have been shown to affect social and emotional skills such as
knowing and controlling feelings, resolving social tensions efficiently, and making
rational decisions (Goodman et. al. 2015). Social and emotional abilities do not play a
part in isolation, engaging with cognitive abilities that further improve the probability of
children having positive results in life (OECD Skills Studies, 2015).

In addition, school programs were a common approach to promote the growth of childr
en's social and emotional skills (Jones & Bouffard 2012; Barry et al. 2017). Schools are re
cognized as a major factor for social, emotional and comportemental success. In a social 
sense, students are also able to learn a number of skills in living, many of which are corr
elated with academic achievement (Taylor et. al., 2017; Durlak et. al. 2011; Sklad et. al., 
2012).

Furthermore,, various activities in schools focused on the interconnection of skills coveri
ng the fields of mental health promotion, character
training, social and emotional learning (SEL), bullying prevention, life skills, strength-
based interventions and youth growth. Over the last three Decades, social and emotiona
l learning has been a basis for a variety of methods, with the largest and most stringent 
proof.Social and emotional learning is described as the process by which students
acquire and effectively apply the knowledge, attitudes and skills needed to recognize
and manage emotions, effectively solve problems and establish positive relationships
with others (CASEL, 2005).

School experiences

The area of school experiences measures the academic self-efficacy of adolescents,

perceived school environment, belonging to the school, victimization, motivation, and
potential goals and abandons. The school is arguably one of the most significant
ecological contexts in middle childhood and early adolescence that shapes growth,
health, and well-being (Schonert-Reichl, K. A. & Thomson K., 2007).

School bond is focused on three components: teacher connection, engagement in

education, and commitment to education. Attachment reflects the relationship of the
student with his teachers, permeated by positive results. Good contact between them
regarding the content of the lessons, as well as the feeling of safety encountered by the
student, based on the effective identification with the teachers, regarding the fact of
being able to get support when experiencing difficulties related to the content.
Investment refers to the time spent on research, with the perception of being
professional or not, combined with the notion of doing one's best at school. Strong
academic performance and attachment to teachers strengthen the degree of
investment in school activities, and this type of investment often appears to compete
for investment in school activities. The commitment reflects what the student creates
for himself about education, the determination that makes the school an internalized
responsibility (Silva & Bazon, 2017).

Also, commitment is negatively connected to dropout. It must be taken into account

that the commitment depends on the understanding of their school competencies by
the students, on how much they think they are qualified or not to fulfill the demands of
the school. A positive attitude towards school/schooling is encouraged by being
knowledgeable, which is important in deciding expectations about the period of studies.
Commitment is closely correlated with teacher attachment, all of which affect and is
affected by school investment. The school bonding elements are small parts of a larger
structure, the school control system (Silva & Bazon, 2017)

Moreover, stresses to school experience that other characteristics of the school as an

entity should also be regarded as risk factors correlated with the conduct of an offense
in this field. However, a relevant problem that can influence their actions both in and
out of school is the way adolescents behave and respond to the school climate. From a
theoretical point of view, the Social and Personal Influence Hypothesis of Deviant
Behavior attempts to clarify the factors related to the prevalence and persistence of
conduct against the law in the different contexts of youth socialization. About the
school, based on a structural data study of a large sample of adolescents from the
general population and adolescents arrested for crimes in the city of Montreal, Canada,
the focus is on variables related to and relationships between criminal behavior
(LeBlanc, 2006).

Regardless of whether or not individual school students find learning and schooling fun, 
satisfying, or purposeful, they have distinct opinions about the factors that help or impe
de their learning and schooling (Postlethwaite & Haggarty, 2002). Students' assumptions 
have subtle and palpable impacts on educational performance, but they are unavoidabl
e. Students are the only ones who can tell what helps them understand and what doesn'
t. 
The most effective and fun teaching and learning methods can only be learned by listeni
ng to students' opinions (Saul, 2005).
Students have optimistic views on learning and school when they are participants in
meaningful and interesting events and interactions that provide opportunities for
academic and developmental success. Among students, there is clear agreement that
repetitive classwork and work that involves limited thinking is disengaging and
unmotivating. Inside the classroom, students communicate the need for versatility
(Ainley, 2004; Shaughnessy, 2001b; Osborne & Ireland, 2000).

The variety of learning experiences increases student interest and excitement for
learning and interaction (Osborne & Ireland, 2000; Shaughnessy, 2001b, 2001c). The
general opinion among students is that their perspectives on learning and the overall
school experience are positively influenced by the variety of teaching, learning, and
school experiences (Postlethwaite & Haggarty, 2002). The extent to which students are
responsible for their learning and school experiences or the degree to which they share
responsibility affects how they view learning and school. Accepting greater
accountability for their learning motivates students to excel in their learning and school
experiences and to engage actively (Education Evolution, 2005; Osborne & Ireland,
2000; Shaughnessy, 2001a, 2001c).

Use of after school

The time-domain of after-school evaluates what kids do after school, with whom, and
where they go. Children disclose whether they are engaging in organized activities (e.g.
education, art & music, sports) or other activities (e.g. homework, sports,
television/video, computer, reading), what after-school activities they want to do, and
perceived challenges that discourage them from carrying out such activities Schonert
-Reichl, K. A & Thomson, 2007)

           After-school hour’s services, during which children and families are served are the
crucial periods in which kids are not in school. While the greatest number of programs
concentrates on the time immediately following school hours, many of these programs
can also serve students before school hours begin. Some might also serve evening
students to parents who work night hours, thus the name "out-of-school time" services.
While the number of pre-and post-school programs grew dramatically in the 1970s and
1980s, several programs started much earlier when women began joining the workforce
(Miller, 2007). A recent study revealed that 10.8 million children are interested in after-
school activities, or 18 percent (Afterschool Alliance, 2014). In these programs, learners
learn both within and outside the classroom through real-world examples, applications,
and experiences (Partnership for 21st Century Skills, 2003).

Usually, before and after school activities have a combination of these three uses:
enhancing the academic performance of students, mitigating problem habits, and
fostering healthy youth growth (Lauer et. al., 2006). By offering childcare before or after
school to suit working hours, they also support working parents. Before and after school
services offer healthy spaces in which young people participate in important
developmental interactions with peers and adults, including events ranging from large
organized learning programs to less formal activities, such as basketball or job
experience. It is necessary to determine the needs of students and their parents, the
availability of personnel for such a program, the available services, and other logistical
issues before implementation when evaluating before and after school programs
(Strawhun et. al., 2014).

Furthermore, most after-school programs provide children with the ability to be themsel
ves and to display creativity, curiosity, and individuality in the social activities offered by 
the program, away from the formal atmosphere of the classroom. It's important to note 
that whatever after-school activity you and your child choose, the social interaction they 
will receive will be the most important element. Your child may discover a talent for wri
ting, drawing, dancing, or acting, but it is the social environment offered by after-school 
programs that makes them a successful activity in your child's development. Children
might very well discover their passion through extra-curricular activities while having
fun and making new friends (Children Academy, 2018).

According to the Harvard Family Study Project model Variability in student involvement, 
a three-part structure that includes student participation, attendance, and engagement, 
is best explained by variability in after-school activities impact on academic and social o
utcomes, (Weiss et.al., 2005). 
The pleasure, participation in, and constant focus and commitment focused on an activit
y are all components of engagement, which includes affective, cognitive, and behavioral 
components (Weiss et.al 2005; Mahony et.al., 2005).

Moreover, after-school activities are important because they need to be both organized
and fun to support the participation of students and able to strengthen abilities that can
transfer into the classroom, such as self-regulation, sustained focus, teamwork, and
goal-directed actions (Larson, 2000). Students may experience higher levels of intrinsic
motivation when participating in high-quality after-school activities, put more effort into
their activities, and feel less bored. It is also likely that participation in school-based
after-school programs can translate more directly during the school day to better
success and actions in the classroom, since while the tasks are different during after-
school; the general atmosphere is the same as during the school day. Future studies
should investigate how participation in after-school activities offered in diverse
environments contributes to school achievement and actions (Vandell et.al., 2005).
SI and SL
Cognitive functions such as learning rely on experiences with others, such as teachers,
friends, and parents. Learning is thus critically dependent on the characteristics of a
collaborative process within an educational culture, which is unique to the situation and
bound by context (McInerney & McInerney, 2002; Schunk, 2012). On the part of the
learner, social contact increases independence. Students get to know their rights as they
communicate with their peers and thereby become educated as far as their rights are
concerned. As a result of social interaction, students have become interdependent. This
is because social interaction helps them to address issues on their own and therefore
gives them self-confidence (Fodor, 2000).

Also, the learning process cannot be isolated from the situation it takes place in. In this
context, awareness is built; it is part of the very process of participation in the
immediate situation. It takes place when people communicate with the environment,
the instruments at hand, and the practice itself including its history and cultural values
and assumptions (Fenwick, 2003). Studies have shown that the context in which learning
takes place is essential to the essence of learning, as are the resources in that
environment and the context in which learning takes place interacting socially with
others (Kim, 2008).

Moreover, it means that students take responsibility for learning by active social contact 
with others and readers, writers, speakers, listeners,
and teachers in the classroom (Alvermann & Phelps, 2005; Vacca et. al., 2011). A meanin
gful conversation among learners is referred to as social interaction. Socially interactive
learners are more engaged (Vacca et. al., 2011). Students, according to the author, learn 
better when they can speak to one another and participate actively. In a nutshell, social 
engagement is critical to learning (Routman, 2005).

Definition
The words are described operationally and conceptually to provide the reader with a be
tter understanding of the terminologies used in the analysis.

Social Interaction. (Fodor, 2000). Define social interaction as an option available for
contact in widespread opportunities involvement. This study refers to the actions as a
means of respecting the possessions of others, the act of sharing, and the importance of
sympathizing with others.

Teacher- Student Partnership. (Paterson, 2015) define teacher-student partnership as a

perfect connection that helps educators and learners to function together. This study
refers to the establishment of a good relationship between learners and educators to
enjoy each other in the class that learners feel more motivated to do well.

Student-Student Partnership. (Sapungan et. al., 2014) define student-student

partnership as a great deal in expressing thoughts and involved in activities with peers in
which they can learn from each other. This study refers to the collaboration between
students, in which it develops abilities, learning events, and obtaining input that
assessed own learning.

Family Involvement. (El Nokali et. al., 2010) define family involvement as one of the key
drivers in children's overall growth, including achievements and social-emotional skills.
This study refers to parental engagement in which molds a safe and healthy
atmosphere, suitable learning opportunities, support, and a positive school attitude.

Teacher- School Community. (Comer et. al., 2004) define teacher-school community as
an approach to pathways encourages multiple considerations and solutions generated
to holistically address each child’s needs. This study refers to what teachers do
according to the pathways to identify ways in which they support the development of
students.

School Community- Community at Large. (Zacarian & Silverstone, 2015) define school
community- the community at large as an opportunity to promote students'
achievement and work collaboratively. In this study, it refers to the student's ability to
provide clear and realistic real-world experiences for social interaction with students,
teacher, and the wider community.

Student Learning.  (Ambrose et. al.,) define student learning as a process that leads to
progress, knowledge, increased performance, and learning opportunities. This study
refers to the direct result of how students view and respond to their experiences in
acquiring knowledge.

Physical Health and Well-being. (Lohrman, 2003) define physical health and well-being
as to be responsible individual to for the health and safety at all times. In this study, it
refers to make healthy choices and adopt policies and practices that school creates and
supports expectations for a healthy environment.

Connectedness.  (Mcneely, 2003) define connectedness as a positive association

between school connectivity and educational outcomes. In this study,  after family
interaction, school connectivity is the second important as a protective factor against
emotional distress, disordered eating, and suicidal ideation and attempts.

Social and Emotional Development. (Carter, 2016) define social-emotional

development as a combination of social and emotional intelligence. This study refers
explicitly to the capacity of a child for self-esteem, confidence, and empathy.

School Experience. (Silva & Bazon, 2017) define school experience as a school bond of
students that focused on connection, engagement, and commitment to education. This
study refers to the determination that makes the school an internalized responsibility.

Use of After School Time. ( Strawhun et. al., 2014) define the use of after-school time as
a healthy space in which young people participate in important developmental
activities. This study refers to the social atmosphere through extra-curricular activities of
students while having fun and making new friends.

Theory
This study is based on the concept of Zacarian and Silverstone (2015), in which the
independent variable is social interaction with the following indicators; First, a teacher-
student partnership which refers to the conventional way of learning in the classroom
setting. Second, students- student partnership refers to the collaboration of diverse
student’s interaction on shared learning activities. Third, family involvement refers to
the association of families in building a home school cultured of learning. Fourth,
teacher-school community refers to the partnership of teachers and school as a central
component in the learning of the students. Lastly, school community- the community at
large refers to the encounter of real-world challenges in shaping students in a wide
range of communities.
The dependent variable is the student learning with the following indicators: First,
physical health and well-being which refers to the development of over-all health
aspects including social and psychological adjustments. Second, connectedness refers to
interpersonal relationships through a sense of belongingness and satisfaction. Third,
social and emotional refers to the management of general self-concept and emotions
joint with positive and rewarding relationships. Fourth, school experience refers to the
school experiences as ecological contexts in achieving goals and ambitions. Lastly, the
use of after school time refers to the managing of student’s free time in participating in
activities after school (Schonert-Reichl & Thomson, 2007)

Conceptual

Depicted on the conceptual framework [u1] are the variables of the study which includes the dependent
variable and independent variable. Based on the concept of Zacarian and Silverstone (2015), the
independent variable is the social interaction with the following indicators; teacher-student partnership,
student-student partnership, family involvement, teacher-school community, and school community-
the community at large. On the other hand, based on the concept of Schonert- Reichl & Thomson (2007)
the dependent variable is the student’s learning with the following indicators; physical health and well-
being, connectedness, social and emotional development, school experience, and use of after school
time