Abstract
ABSTRACT Studies have shown that kind school climates are linked to positive psychological outcomes. Yet, there is scant evidence on how school kindness relates to subjective and objective measures of academic success. This research addresses this gap by examining the associations of school kindness with academic achievement and engagement using cross-sectional (Study 1) and longitudinal (Study 2) designs among Filipino high school students. Study 1 demonstrated that school kindness positively predicted agentic, behavioral, cognitive, and emotional engagement after controlling for demographic covariates and dispositional kindness. School kindness marginally predicted subjective academic performance. Study 2 showed that Time 1 school kindness positively predicted Time 2 behavioral engagement even after controlling for demographic covariates and auto-regressor effects. Results suggest that fostering kindness in school can be a potential route to facilitate students’ active participation in academic activities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
