The relationship between perceived school climate, academic engagement, and emotional competence among Chinese students: The moderating role of collectivism

Abstract

While previous studies have recognized the linkage between school climate and student outcomes, little is known about the underlying mechanism. Traditional cultural values play a significant role in governing the school experience in collectivistic societies, but their influence has rarely been considered. The present study aimed to examine the association of perceived school climate with academic engagement and emotional competence and investigate the moderating role of conformity to norms and collectivism. A sample of 3020 secondary school students in China was included in the study. The results showed that perceived school climate was positively associated with academic engagement and emotional competence. Identification and participation in school mediated the association of perceived school climate with student outcomes. Adherence to collectivism moderated the association of perceived school climate with student outcomes. The findings underscore the importance of fostering a sense of school identification and considering the influence of collectivistic values in Chinese educational settings. Educational relevance statementThe study has implications for school interventions aimed at improving students’ academic engagement and emotional competence. Considering identification and participation in school as a mediating mechanism provides a basis for the design and implementation of school climate interventions. The results also imply that the positive influence of school climate may further be enhanced by cultivating collectivistic values. Pedagogical approaches emphasizing cooperation should be introduced to promote collaboration and interdependence among Chinese students.