Abstract
Student engagement has been acknowledged as a crucial factor for promoting successful learning. In this study we adopted a multidimensional approach to study the associations between school climate and student engagement. We aimed to test the direct and indirect associations of five concrete (Rules, Student Support, Student Involvement, Positive Teaching and Encouragement) and two abstract dimensions of school climate (Sense of Belonging and Interpersonal Justice) with four dimensions of student engagement (emotional, behavioral, cognitive, and agentic). 1058 Italian middle school students participated in this study (48% female students, 92% born in Italy, Mage = 11.77). Direct and indirect associations were tested with a structural equation model (SEM). Results allowed us to pinpoint specific associations between distinct school climate and student engagement dimensions, offering insights beyond their general association. The findings are discussed for their relevance for research and practice in fostering student participation.
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