Abstract
This study examined relationships between students’ perceptions of the school social environment and student outcomes, using U.S. data from the Program for International Student Assessment 2000 (OECD, 2000). The sample comprised 3748 fifteen-year-old 9th and 10th graders from 147 schools. The two-dimensional approach of parenting typology was here applied to the school environment. The results partially supported the advantage of authoritative schools with high levels of both demandingness (academic press) and responsiveness (the teacher–student relationship). Supportive teacher–student relationships and academic press were significantly related to behavioral and emotional student engagement whereas only the teacher–student relationship was a significant predictor of reading performance. The effects of the teacher–student relationship on student outcomes were not contingent on academic press of the school.
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