Effect Of School Climate Research Articles

Cyberbullying victimization and student engagement among adolescents: Does school climate matter?

Although the psychological impacts of cyberbullying victimization (CBV) have been documented, research is inconclusive about the role of contextual factors in the association between CBV and student engagement. Sampling 16,237 adolescents from 43 schools in Delaware, we used multilevel modeling to test how CBV was associated with emotional and cognitive-behavioral engagement at both the student and school levels, with the control for demographic factors and traditional bullying victimization (TBV). We also examined the moderating effects of school climate and grade level on the association between CBV and student engagement. CBV had a small but significant positive association with emotional engagement and a small but significant negative association with cognitive-behavioral engagement. School-level climate intensified the negative association between student-level CBV and cognitive-behavioral engagement and mitigated the positive association between student-level school climate and emotional engagement. The positive association between CBV and emotional engagement was stronger for high school than middle school students, whereas the negative association between CBV and cognitive-behavioral engagement was stronger for middle than high school students. The findings support the promotive role of positive school climate in student engagement promotion. The findings also support the healthy context paradox, which suggests that bullying victims' engagement in schools may be exacerbated in a social context with positive school climate perceived by the group members. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

The Effect of School Climate and Parenting Style on Academic Achievement

Previous research suggests that there are positive and negative relationships between parenting style and academic achievement and that school climate can potentially mediate the effects of parenting style. Research suggests that less effective styles of parenting tend to negatively affect grades, and more effective styles tend to produce higher grades. The purpose of this study is to verify previous research and confirm those relationships in a sample of African American students in a college preparatory program. We obtained students’ perception of their school’s climate and parent’s parenting styles by conducting a Parental Authority Questionnaire and school climate survey on a sample of freshmen, sophomores, and junior high school students. We then correlated these perceptions to student grades. We found no significant relationship between school climate and academic achievement. However, permissive parenting, which is characterized by low responsiveness and demandingness, exhibited a negative relationship with academic achievement. Authoritarian parenting, a style high in demandingness and low in responsiveness, exhibited a positive relationship to academic achievement. These results suggest that while school climate has little relation to academic achievement, parenting style has a significant impact. The cultural implications for parenting styles and academic achievement are explored more in depth.

Moral disengagement and bullying perpetration: A longitudinal study of the moderating effect of school climate.

Although multiple cross-sectional studies have supported moral disengagement and school climate being associated with bullying perpetration, few have examined how these 3 factors interact with each other over time. Guided by the social-ecological theory and social-cognitive theory, a multilevel approach was used to examine the longitudinal associations between students' moral disengagement and bullying perpetration and the moderating effect of students' perceptions of school climate in the longitudinal association across 18 months. The main effects of moral disengagement and perceived school climate and the effects of their interaction on bullying perpetration were explored at the between-person, within-person, and across between-person and within-person levels. Participants were 2,997 adolescents (Mage = 14.9 years, SD = 1.53; 49.7% male) from 6 secondary schools in Southwest China. At the between-person level, students with higher moral disengagement and more negative perceptions of school climate perpetrated more bullying than those with lower moral disengagement and more positive perceptions of school climate. At the within-person level, students with high moral disengagement and negative perceptions of school climate had high levels of bullying perpetration over time. Moreover, significant between-person, within-person, and cross-level interactions revealed that the association between moral disengagement and bullying perpetration was weaker and nonsignificant for students with more positive perceptions of school climate. Findings indicated a buffering effect of students' perceptions of positive school climate in the longitudinal association between moral disengagement and bullying perpetration. Implications for school-based individualized bullying intervention were discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Supplemental Material for Moral Disengagement and Bullying Perpetration: A Longitudinal Study of the Moderating Effect of School Climate

Supplemental Material for Moral Disengagement and Bullying Perpetration: A Longitudinal Study of the Moderating Effect of School Climate

The Impact of School Climate on Well-Being Experience and School Engagement: A Study With High-School Students.

The aim of this work is to investigate the factors promoting students’ engagement at school and supporting their well-being experience. According to the Positive Education there is a strong relationship between school environment and student’s well-being. Moreover, the quality of the school climate perceived by the students was found to influence engagement in school activities, as well. In this study, 153 students (M = 67) attending 10th grade were presented with tests and questionnaires to assess individual assets (personality traits, literacy skills), emerging appraisals (school-climate, well-being experience) and emerging actions (school engagement), according to the Student Well-Being Model. Path analysis showed that the best model does include neither individual assets nor direct effect of school climate on engagement, as the effect of school climate on engagement is mediated by well-being experience. The main result is that school climate has been confirmed as an important factor to be considered to improve engagement in school activities, but it is effective only when its influence can modify the well-being experience of the students. Moreover, the lack of significant effects of individual assets in the model suggests that improving school climate means to support well-being experience and, indirectly school engagement, irrespective to learning abilities and personality traits. This work encourages working in/with schools to implement positive education programs that support and sustain a positive school climate and culture for school-community wellbeing.

The relation between school climate and preschool teacher stress

PurposeThe purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy.Design/methodology/approachThe authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress.FindingsResults from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy.Research limitations/implicationsThis study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism.Originality/valueThis study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

The relationship between school climate and students’ mathematics achievement gaps in Shanghai China: Evidence from PISA 2012

ABSTRACT This study explores the effects of school climate on the disparities in students’ mathematics achievement, drawing on data from the Programme for International Student Assessment (PISA) 2012 for Shanghai, China. The results of a two-level linear model and quantile regression indicate that three dimensions of school climate (student–teacher relations, disciplinary climate and students’ behaviour) compensate for the effect of family background on students’ mathematics performance, and that student–teacher relations and teacher morale can moderate the effect of family background on mathematics achievement for underachieving students and for low-performing schools, respectively. This shows the protective role of school climate in the relationship between family background and students’ mathematics performance. School climate has a more significant effect in low- and average-performing schools, and for medium-level students and underachievers, compared with high-performing schools and top students, indicating the potential of school climate in narrowing achievement gaps among schools and students. Furthermore, a negative disciplinary climate is the key factor explaining the under-performance of low-performing schools and underachieving students.

A Feasibility Study of a School-Based Social Emotional Learning Program: Informing Program Development and Evaluation

The Peace Program is a school-based social emotional learning program. Despite increased efforts to develop, implement, and evaluate school-based SEL programs in the past few decades, the short- and long-term effectiveness of such programs remains unclear. Considering the previously identified gaps that may contribute to modest effect sizes and erosion of initial effects over time, we conducted a feasibility study to better understand adoption and implementation of a local SEL program in order to inform future program design, delivery, and evaluation. Using mixed-methods, feasibility indicators: program acceptability, facilitator competence, and students’ social–emotional outcomes were examined. Qualitative data were analyzed using thematic analysis. Outcome analyses were conducted on facilitator competence measures and student outcomes using mixed-model repeated measures analysis of variance. Qualitative results indicated acceptance for the Peace Program. Facilitators demonstrated competence, with no difference across grade, classroom, or schools. Significant interactions effects were found for students’ aggression, concentration/attention, and emotional competence. School-level associations were found for students’ concentration/attention. Implications of results and future directions are discussed, including the critical role of teachers and social workers in promoting SEL among socioeconomically disadvantaged children; the impact on SEL programming on children in early elementary grades; and the potential effects of school climate and culture.

Ethnic Prejudice in Children: The Role of Ethnic Socialization

Abstract The study aims to examine the influence of parent’s ethnic socialization, peer’s ethnic socialization, and school climate on children’s ethnic prejudice. This research was conducted in 3 cities: Bangkalan, Yogyakarta, and Medan. The population of this study was 11-14-year-old children. The data was collected in Islamic and public schools. A total of 453 children were involved in this study, comprising of 173 children from Bangkalan, 132 children from Yogyakarta and 148 children from Medan. The result confirms the hypothesis that parents’ ethnic socialization has a negative influence on children's ethnic prejudice. If children perceive that their parent’s attempt to propagate ethnicity-related attitude becomes more intensive, then their ethnic prejudice will decrease accordingly. This research also proves that there is an insignificant negative effect of peers' ethnic socialization on children's ethnic prejudice. This means that the presence of peers’ ethnic socialization has no impact on children's ethnic prejudice. The study also finds an insignificant negative effect of school climate on children's ethnic prejudice. Further explanation of the result will be discussed in this article. K eywords : Ethnic prejudice, children in Indonesia, ethnic socialization

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

Bullying at school represents a major challenge in different school cultural contexts. As a result, victims of bullying experience negative consequences that influence their daily life and personal well-being. School climate in particular is important to consider in the prevention of bullying and its consequences. However, few studies have examined the effects of bullying victimization on children’s subjective well-being (SWB), using hierarchical analysis, in different cultural contexts. Therefore, the current study examined the role of bullying victimization and school climate on children’s SWB in two different contexts, Chile and South Africa. The study forms part of and uses data from the Children’s Worlds Study in these contexts. With a combined sample of 1829 children aged 12-years old, the data were analyzed using hierarchical linear modeling and structural equation modeling. The key findings indicate that bullying victimization was a significant predictor of children’s SWB at the individual and school level (school climate) in Chile and South Africa. Further, a cross-level interaction effect of school climate on the relationship between bullying victimization and SWB was found in Chile only. Mediational analysis demonstrated a good fit of the data for both countries, and indicated that bullying victimization had a direct effect on SWB, and an indirect effect through school climate. These results contribute to a better understanding of the role of school climate for bullying behavior, especially for victims. Schools represent an important institution, beyond the cultural context, that can help foster children’s social development by promoting a positive school climate.

The protective effect of psychological suzhi on the relationship between school climate and alcohol use among Chinese adolescents.

Background: There issome research on school climate impact on adolescent alcohol use in the Western social context; however, there is no research on school climate impact on adolescent alcohol use in China. This study aimed to explore the effect of school climate on Chinese adolescents’ alcohol use, and the moderating role of psychological suzhi between them.Methods: A total of 801 adolescents (45.8% boys, 14.96±1.66 years) completed self-reports on school climate, psychological suzhi, and alcohol use.Results: Moderation analyses revealed that both school climate and psychological suzhi significantly negatively predicted adolescents’ alcohol use, and the interaction of school climate and psychological suzhi significantly positively predicted adolescents’ alcohol use. Moreover, the effect of school climate on adolescents’ alcohol use was stronger for low psychological suzhi adolescents than high psychological suzhi adolescents.Conclusions: We can build good school climate by formulating of national level legal and regulations and good social norms, and use mature interventions or cultivation strategies to improve adolescents’ psychological suzhi in order to better play its role in protection.

School heads’ transformational leadership and students’ modernity: the multiple mediating effects of school climates

This study aimed to determine the mediating effects of school climate on the relationship between school heads’ transformational leadership and students’ modernity. We asked teachers to report on their school heads’ transformational leadership, school climates, and students’ modernity. Data were collected from 378 teachers from 42 middle and primary schools in five provinces in mainland China. Structural equation modeling (SEM) was adopted to test multiple mediating effects. Results indicated that school climates, including affiliation climate, innovation climate, and justice climate, were significantly affected by school heads’ transformational leadership. All these three school climates had positive effects on students’ modernity, and partially mediated the relationship between school heads’ transformational leadership and students’ modernity. These three mediating variables accounted for 35.1% of the total indirect effects; the innovation climate accounted for 15.6% of the total indirect effects, followed by justice climate (11.7%) and affiliation climate (7.8%). Results suggest that school climates are important factors that need special attention when school heads wish to develop students’ modernity. In the implementation of transformational leadership, the combination of school climates and the establishment of innovation, justice, and affiliation climates should be emphasized.

Investigating School Climate and School Leadership Factors that Impact Secondary STEM Teacher Retention

The present study used 2011–12 Schools and Staffing Survey (SASS) data to determine the impact of school organizational factors on secondary STEM teacher retention in the post-NCLB era. Researchers utilized teacher and principal instruments from the SASS to measure the retention of grades 9–12 STEM teachers (n = 920). Due to the nested nature of teachers within schools and based on previous retention research, multilevel logistic regression was used to examine the proportion of variance in STEM teacher retention across schools. The study focused on identifying the proportion of variance in STEM teacher retention that was attributable to school differences, as well as the effect of school climate on STEM teacher retention, controlling for teacher and principal characteristics. The study’s most important finding was that having a principal who majored in a STEM subject had a positive and significant effect on the retention of secondary STEM teachers.

Pilot Study of Instrument to Measure Effect of School Climate, Teachers’ Commitment, Teachers’ Motivation and Teachers’ Job Satisfaction Towards Teachers’ Work Performance

The main focus of this article is to discuss the findings of the pilot study of the instrument about "The Effect of School Climate, Teachers’ Commitment, Teachers’ Motivation and Teachers’ Job Satisfaction towards Teachers’ Work Performance", which has been adapted by researchers. The pilot study sample was 137 teachers of secondary school involved in the survey. Factor analysis was conducted using the Statistical Package of Social Science (SPSS) version 21 and the reflective measurement model in the Structural Equation Modeling (PLS-SEM) was also conducted in this study. The validity and reliability of External Load (> 0.6), AVE (> 0.5), Composite Reliability and Cronbach’s alpha are (> 0.7); and the Discrimination Validity based on the Fornell-Larcker Criterion (latent value exceeds the latency correlation) was fulfilled. The validity and reliability shown indicate that the instrument is suitable for the actual study.

The Effect of School Climate on the Regional Gap in Learning Competences Performance of Middle School Students

이 연구는 같은 지역 내에서 형성된 ‘사회·경제적 배경이 높은 지역과 낮은 지역(강남, 비강남)’ 중학생의 학습역량성과에 학교풍토가 어떠한 영향을 미치는지 설명하려고 시도한다. 이를 위해 서울특별시교육연구정보원의「서울교육종단연구」6차년도 데이터를 활용하여 중다회귀분석을 실시하였다. 분석 결과, 학교풍토는 강남지역 중학생의 학습역량성과에 유의미한 영향이 없는 것으로 나타난 반면, 비강남지역 중학생의 학습역량성과에는 유의미한 영향이 있는 것으로 확인되었다. 구체적으로 강남지역 중학생의 학습역량성과에는 모의 학력, 사교육비, 수업태도 변인이 영향을 미친 반면에, 비강남지역 중학생의 경우에는 학교풍토가 학습역량성과에 유의미한 영향을 미치는 것으로 나타났다. 학교풍토의 영향력은 부의 학력, 모의 학력, 사교육비, 수업태도, 자기 주도학습시간 변인을 함께 투입하였음에도 여전히 유지되었다. 이와 같은 연구결과는 학교풍토가 사회·경제적으로 불리한 지역조건에 있는 학생들의 학습역량성과를 높일 수 있는 대안으로써 학교교육의 가능성을 보여주었다.The purpose of this study was to determine the effects of school climate on the regional gap by socioeconomic status (SES) (between Gangnam and non-Gangnam) in learning competences and performance of middle school students. For this purpose, the data from the Seoul Education Longitudinal Study of the sixth year by the Seoul Education Research and Information Institute were used to perform multiple regression analyses. School climate insignificantly affected learning competences and general performance of middle school students in Gangnam but significantly affected learning competences and the performance of those in non-Gangnam. Specifically, the variables affecting learning competences and performance of middle school students in Gangnam included simulated education level, private education expenditure, and class attitude, while that of middle school children in the non-Gangnam showed significant effects on the performance of learning competencies. The influence of the school climate was still maintained irrespective of factors such as a father’s education, a mother’s education, private education expenditure, class attitude, and self-directed learning time. On the basis of these results, showed the potential for school education by acting as an alternative to improving the level of learning competences performance of students with unfavorable regional conditions.

Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record

College Readiness Counseling to Promote Native American Adolescents’ College Aspirations: The Integrated Conceptual Model of Student Success

Based on the Integrated Conceptual Model of Student Success, we used structural equation modeling (path analysis) to test a model of college readiness counseling for Native American high school students. Results indicated that college readiness counseling and achievement motivation predicted achievement, while parent support and school climate predicted achievement motivation. The effect of school climate on achievement was fully mediated by achievement motivation. Only achievement predicted college aspirations. We discuss implications for college readiness counseling.

Effect of Teaching Efficacy on Burnout of Elementary School Teachers: Focused on Mediating Effect of School Climate

Effect of Teaching Efficacy on Burnout of Elementary School Teachers: Focused on Mediating Effect of School Climate

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

ABSTRACTThis study examined the effects of school climate (open classroom and positive student relationships) and personality dispositions (shyness and need for cognition) on adolescents’ political self-efficacy. Data were collected in 2014 from 1,954 Czech ninth- and tenth-graders (mean age = 15.60). A multilevel analysis showed that school-level political self-efficacy predicted self-efficacy for local politics. However, schools and classrooms were rather homogeneous in terms of students’ mean political self-efficacy and students’ self-reported acquisition of civic skills at school. Hence, school characteristics had only limited associations with adolescents’ political self-efficacy. At the same time, students’ political efficacy had a considerable association with lower shyness and higher need for cognition. These results suggest that the development of political efficacy at school goes beyond simple general influences of school environment and individual differences between students must be considered.

Predictors of Organizational Commitment Moderated by Job Satisfaction: What Can We Learn from Indonesia?

Predictors of Organizational Commitment Moderated by Job Satisfaction: What Can We Learn from Indonesia? Mareike S. Lotulung, Johannis F. Senduk, Ellen S. Kambey, Ahmad Paturusi Abstract This quantitative research aims to analyze discreet and simultaneous effect of school climate, reward system, value orientation toward job satisfaction and organizational commitment. It also analyzes the indirect effect of school climate, reward system and value orientation toward organizational commitment through job satisfaction of public middle school teachers at North Minahasa regency, Indonesia. Data are taken from a survey to 216 teachers from 15 middle schools, and analyzed using regression and path analysis. Findings include 1) direct effects of school climate and reward system toward job satisfaction; 2) direct effects of school climate, reward system and job satisfaction toward organizational commitment; 3) indirect effects of school climate and reward system toward organizational commitment through job satisfaction; and, 4) the direct effects outweigh the indirect effects. Full Text: PDF DOI: 10.15640/jehd.v6n3a6