School-level Factors Research Articles

Longitudinal correlates of bullying victimization among Chinese early adolescents: A cross-lagged panel network analysis

BackgroundBullying victimization is a major public health issue often faced by adolescents. This highlights the need to identify the relevant risk factors to inform intervention. Based on the ecological systems theory and applied cross-lagged panel network analysis, this study explored the longitudinal correlates of bullying victimization among Chinese early adolescents. MethodsA total of 1686 early adolescents (60.4 % were boys) from the Chinese Early Adolescent Cohort study were included in this study. Bullying victimization and its associated factors were assessed using the self-report questionnaires, which was administered from 2019 (T1), 2021 (T2), and 2022 (T3). The longitudinal relationships between bullying victimization and its correlates were examined using a cross-lagged panel network analysis. Results27.0 %, 14.9 %, and 13.2 % of the participants reported being bullied by peers at T1, T2, and T3, respectively. The temporal network suggested that individual-level (sex, depression, and anxiety), family-level (child abuse), school-level (satisfaction with classmates), and social-level (satisfaction with society) factors were associated with bullying victimization. The node with the greatest centrality strength was anxiety. Notably, relationship with teachers and classmates were the unique nodes in the T2 → T3 replication network. LimitationsThe sample is unrepresentative, as it is from only one middle school. ConclusionsThe findings provide important insights into bullying victimization prevention and intervention among Chinese early adolescents: 1) highlighting the importance of joint interventions across multiple departments; 2) focusing on the most central factors of bullying victimization; and 3) considering the effect of time when exploring the correlates of bullying victimization.

The Relationship Between Policy Strength and Physical Activity Practices in Arizona Public Elementary Schools.

Many school-based physical activity statutes and regulations have been enacted, with the expectation that schools will comply. However, policy alone does not equate to implementation, and many policies fail for a variety of reasons. The purpose of the study was to determine whether the strength of reported state, district, and school-level physical activity policies were associated with reported recess, physical education, and other school-based physical activity practices at elementary schools in Arizona. A modified Comprehensive School Physical Activity Program(CSPAP) Questionnaire was administered to staff at elementary schools across Arizona (N = 171). Summative indices of the number of school physical activity policies and best practices at the state, district, and school levels were created. Relationships between policy strength and best practices were examined using linear regression analyses stratified by recess, physical education, and other school-based physical activity practices. Stronger physical activity-related policies were associated with a greater number of recess (F1,142 = 9.87, P < .05), physical education (F4,148 = 4.58, P < .05, Adj. R2 = .09), and other school-based physical activity (F4,148 = 4.04, P < .05, Adj. R2 = .07) best practices at all levels while controlling for school-level demographic factors. The strength of policies may improve opportunities for comprehensive physical activity for children in schools. Strengthening policy language (eg,specifying duration and frequency) may contribute to better physical activity practices in schools, improving children's health at the population level.

Qualitative Research on the Perceptions of Factors Influencing Diet and Eating Behaviors Among Primarily Latinx Seventh-Grade Students.

Latinx youth are a population of concern, at elevated risk for chronic diseases and with poor adherence to dietary recommendations. To examine Latinx seventh-grade students' perceptions of the factors that influence their diet and eating behaviors. This qualitative research used focus groups and an inductive content analysis approach. Five sex-stratified focus groups (three groups with females) with 35 primarily Latinx seventh-grade students were conducted at two local Title 1 public middle schools in a large metropolitan area of the Southwestern United States. The discussion protocol included questions about participants' food choices, the role of their parents in their diet, and healthy body-related concerns among their peers. Verbatim transcripts were coded in NVivo 12 on the basis of specificity, extensiveness, and frequency. Themes emerged from group dialogue, detailed conversations, and predominant topics of discussion, and aligned with ecological systems theory. Participants referred to factors influencing Latinx seventh-grade students' eating behaviors at the individual, family, household, and school levels. At the individual level, participants described their eating as unhealthy and perceived it as determined by taste, convenience, ease of preparation, and home availability. Participants expressed concerns about diabetes because of their body weight and family history, and identified those concerns as reasons for acceptance of healthy foods and the desire for parents to model healthy eating behaviors. Family-level factors perceived as influencing dietary behaviors included the role of parents as providers of food and models of unhealthy eating, budget constraints, and availability (or lack thereof) of healthy foods at home. Similarly, the identified school-level factors aligned with availability and quality of foods in that environment. Family- and household-related factors emerged as important influences on seventh-grade students' dietary behaviors. Future diet interventions should incorporate strategies targeting these multiple-level factors that influence dietary intake for Latinx youth and that address the concerns related to disease risk.

Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model

The increasing importance of learning context digitalization has necessitated investigations into the effects of information and communication technology (ICT)-related factors in blended learning settings on students' reading performance. Using data from 32 Organization for Economic Co-operation and Development countries from the latest cycle of the Programme for International Student Assessment (PISA) 2018 reading dataset, this study combines an artificial intelligence (AI) algorithm and hierarchical linear modeling (HLM) to examine the effects of student-level and school-level ICT-related factors in the blended learning setting on students' reading performance. Results show that students' perceived autonomy and competence in ICT, preference for different reading formats, quality of school ICT resources and school ICT use policies are positively related to reading performance, whereas school ICT use support for teachers and the teaching of ICT skills are negatively related to students' reading scores. The quadratic effects of students' interests in ICT, family and school ICT resources, and ICT uses are identified, showing an inverted U-shaped trend. The possible linear and quadratic moderation effects of school-level ICT-related features are also investigated. This study invites consideration of a combination of analytical methods for a comprehensive exploration of reading education and sheds light on how the delicate association of multilevel ICT factors in blended learning settings can contribute to the improvement of reading education. Instructors in blended learning settings should effectively integrate technology and appropriately apply pedagogies, and the design of blended learning should be sustainable and learner-friendly to exploit students’ learning potential.

Dropout in youth and adult education: a multilevel analysis of students and schools in Chile.

School dropout is an increasing worldwide phenomenon, marked by inequality and educational exclusion. In Chile, many students who have dropped out of regular schools attempt to reenter youth and adult education (YAE). However, some of them drop out again from YAE. The aim of this study was to identify and jointly analyze school and individual factors that influence dropout in YAE. This secondary multilevel analysis of official datasets from Chile's Ministry of Education focused on students enrolled in YAE (N = 10,130). According to the findings, YAE dropout can be explained by the individual risk factors of age (19-24 years), low academic achievement, and school-level factors such as number of teachers (raw and student-to-teacher ratio), economic resources, and school management quality. We discuss the need to develop school-level protective factors that build connections, foster student engagement, and ultimately, promote students' permanence and progress in YAE.

Effect of enabling and coercive bureaucracies and of perceived organizational support during the pandemic on teachers’ intention to leave the profession

ABSTRACT This study examined the effects of enabling and coercive bureaucracies of the government education authority (GEA), and perceived organizational support during the pandemic on teachers’ intention to leave the profession in Israel. Data were collected through a cross-sectional survey of 267 Israeli public school teachers (80% women). I used a series of hierarchical multiple regression analyses to examine the differential effects of GEA and school-level factors on teachers’ intention to leave the profession, and explored a path model in which school-level factors mediated the effects of GEA. The results indicated that the enabling GEA bureaucratic structure and perceived organizational support during the pandemic negatively predicted teachers’ inclination to leave, whereas its coercive bureaucratic structure positively predicted teachers’ inclination to leave. In addition, the analyses showed that perceived organizational support during the pandemic had the greatest influence on intention to leave, and that the extent of this influence cancelled out and overcame the negative effect of the coercive bureaucratic structure of GEA. Furthermore, the path model indicated that perceived organizational support partially mediated the effects of GEA on teachers’ inclination to leave.

Prescription Stimulant Medical and Nonmedical Use Among US Secondary School Students, 2005 to 2020

Recent information on the prevalence of prescription stimulant therapy for attention-deficit/hyperactivity disorder (ADHD) and nonmedical use of prescription stimulants (NUPS) at the school-level among US secondary school students is limited. To investigate the school-level prevalence of and association between stimulant therapy for ADHD and NUPS among US secondary school students. This cross-sectional study used survey data collected between 2005 and 2020 as part of the Monitoring the Future study (data collected annually via self-administered survey in schools from independent cohorts). Participants were from a nationally representative sample of 3284 US secondary schools. The mean (SD) response rates were 89.5% (1.3%) for 8th-grade students, 87.4% (1.1%) for 10th-grade students, and 81.5% (1.8%) for 12th-grade students. Statistical analysis was performed from July to September 2022. Past-year NUPS. The 3284 schools contained 231 141 US 8th-, 10th-, and 12th-grade students (111 864 [50.8%, weighted] female; 27 234 [11.8%, weighted] Black, 37 400 [16.2%, weighted] Hispanic, 122 661 [53.1%, weighted] White, 43 846 [19.0%, weighted] other race and ethnicity). Across US secondary schools, the past-year prevalence of NUPS ranged from 0% to more than 25%. The adjusted odds of an individual engaging in past-year NUPS were higher at secondary schools with higher proportions of students who reported stimulant therapy for ADHD, after controlling for other individual-level and school-level covariates. Students attending schools with the highest rates of prescription stimulant therapy for ADHD had approximately 36% increased odds of past-year NUPS compared with students attending schools with no medical use of prescription stimulants (adjusted odds ratio, 1.36; 95% CI, 1.20-1.55). Other significant school-level risk factors included schools in more recent cohorts (2015-2020), schools with higher proportions of parents with higher levels of education, schools located in non-Northeastern regions, schools located in suburban areas, schools with higher proportion of White students, and schools with medium levels of binge drinking. In this cross-sectional study of US secondary schools, the prevalence of past-year NUPS varied widely, highlighting the need for schools to assess their own students rather than relying solely on regional, state, or national results. The study offered new evidence of an association between a greater proportion of the student body that uses stimulant therapy and a greater risk for NUPS in schools. The association between greater school-level stimulant therapy for ADHD and other school-level risk factors suggests valuable targets for monitoring, risk-reduction strategies, and preventive efforts to reduce NUPS.

Improvements in School Food Offerings over Time: Variation by School Characteristics.

The 2010 Healthy, Hunger-Free Kids Act (HHFKA) improved the nutritional quality of food served in schools. This longitudinal study examined school food offerings over time from school year 2010-11 to 2017-18 in public schools (n = 148) in four New Jersey cities. Six food indices were used to assess the number of healthy and unhealthy items offered as part of the National School Lunch Program (NSLP), in vending machines, and à la carte (i.e., competitive foods). Multilevel, multivariable linear regression with quadratic terms was used to model the trends over time. Interaction terms were added to examine whether the time trends varied by school-level factors, such as proportion of students eligible for free or reduced-price meals (FRPMs), race/ethnicity of enrolled students, and school level. Over the study period, healthy items offered in the NSLP increased (p < 0.001), while unhealthy items in the NSLP decreased (p < 0.001). Significantly different rates of declines in NSLP unhealthy offering were observed among schools at the two extremes of FRPM eligibility (p < 0.05). The trends for healthy and unhealthy foods offered in competitive foods showed significant non-linear trends, and differences were observed for school-level race/ethnicity, with worse outcomes for schools with majority Black student enrollment.

School-level determinants of incidence of sports-related concussion: Findings from the CARE Consortium.

Epidemiologic research on sports-related concussion (SRC) has focused on individual risk factors, with limited research on institutional risk factors and variability in concussion rates. This study used data from 53,822 athletes-seasons collected at 30 United States sites (26 civilian institutions and 4 military service academies), from 2014/15 to 2018/19 academic years, by the Concussion Assessment, Research, and Education Consortium. School-level risk factors included competitive division (DI, DII, DIII), school type (military/civilian) and a Sport Risk Index (SRI; Low, Medium, High). For comparability between civilian institutions and military academies, only NCAA athletes and concussions in sports games and practices were included. Random intercepts log-binomial regression was used to estimate Risk Ratios (RRs) and model variability in SRC risk. A total of 2,503 SRCs were observed during the study period, including 829 competition SRCs (33%) and 1,674 practice SRCs (67%). Most variability in SRC risk was at the level of athlete or team (within-school), rather than at the school-level. Specifically, across the three SRC outcomes (all [competition and practice combined], competition-only, and practice-only), within-school variability was 5 to 7 times greater than between-school variability. Three school-level risk factors (Division, School Type, and SRI) accounted for over one-third (36%) of between-school variability. SRI was the strongest school-level predictor of SRC risk (RR = 5.7; 95%CI: 4.2, 7.6 for High vs. Low). SRC risk was higher for Division I compared to Divisions II/III (RR = 1.6; 95%CI: 0.9, 2.9 for DI vs. DIII), and military academies had a moderately elevated risk of SRC (RR = 1.4; 95%CI: 0.7, 2.7). A large portion of the apparent variability between schools was attributable to structural factors (sport risk and competitive level), suggesting that there were minimal systemic differences in concussion identification between schools. While most variability is within-school, understanding school-level determinants of concussion risk may still be important in providing the implementation science context for individual-level interventions.

Classroom Assessment and Instructional Modes: An Exploration of School-Level Contextualized Psychometric Challenges

The global COVID-19 health pandemic caused major interruptions to educational assessment systems, partially due to shifts to remote learning environments, entering the post-COVID educational world into one that is more open to heterogeneity in instructional and assessment modes for secondary students. In addition, in 2020, educational inequities were brought to the forefront of social conscience. The purpose of this study is to empirically explore how contextual (i.e., school-level) race and economic factors may relate to and explain measurement challenges that can arise during shifts to remote learning. We fit a series of multilevel models to explore school-level factors in assessment data alongside psychometric problems of differential item functioning and person fit in classroom assessment measurement models. Our results demonstrate ways in which our project’s classroom assessments were impacted by shifts to remote learning, emphasizing the importance of researchers and practitioners evaluating such concerns when seeking validity evidence for interpretation of classroom assessment data.

Multi-Level Analysis of Factors on Teacher Job Satisfaction Across Japan and South Korea: Evidence From TALIS 2018

Teacher job satisfaction has been investigated as a critical influence on teacher turnout and the development of high-quality schools. Employing hierarchical linear modeling (HLM), the present study examined the effects of both teacher- and school-level factors on teacher job satisfaction in Japan and South Korea. Education in both countries is rooted in an East Asian cultural setting, and a comparison across the two countries will contribute to the discovery of underlying factors that affect teacher job satisfaction. The current study, based on the 2018 Teaching and Learning International Survey, showed that gender, teaching experience, social utility motivation to teach, self-efficacy, teacher-student relations, professional development, and team innovativeness exerted a crucial influence on teacher job satisfaction at teacher-level for Japan and South Korea. Furthermore, school sector, school delinquency and violence, and lack of special needs personnel were distinctive factors at school-level related to teacher job satisfaction for the two countries. The findings were discussed within the East Asian cultural context as well as comparatively, regarding East Asian versus Western cultures.

The subjective wellbeing of expatriate international school teachers in Hong Kong: An exploratory study into the influence of school-level factors

The international school sector in Hong Kong makes a substantial contribution to educational provision in the city, employing many expatriate teachers. Wellbeing has taken on increasing prominence in international school discourses, but little research has investigated how the wellbeing of international school teachers is influenced by school-level factors. For the purposes of this study, thirteen expatriate teachers from ten different international schools in Hong Kong were interviewed and the data were analysed thematically. The teachers’ wellbeing was found to be influenced by relationships with students, colleagues and senior leaders, and a pervasive climate of accountability. Teachers felt a sense of social isolation associated with cultural differences, and often did not feel supported by their schools. Teachers’ wellbeing, it is proposed, may be improved by the articulation of a shared vision which focuses on classroom-level interactions, an affiliative climate, and an institutional environment which addresses social isolation and protects teachers against an excessive climate of performativity and accountability.

랜덤 포레스트 기법을 적용한 초등교원의 교사효능감 영향요인 탐색

The purpose of this study is to identify the influencing factors on teacher efficacy using「Korean Teacher Longitudinal Study-Elementary School Teacher」data from a more comprehensive perspective by analyzing all available items, which is the strength of the random forest technique. The data from 2,794 elementary school teachers were used, and teacher efficacy, which is the response variable of this study, was divided into three sub-domains (instruction/assessment efficacy, student guidance/class management efficacy, and future education efficacy). A random forest regression was conducted for each sub-domain. The main results of this study are as follows. First, the influencing factor with the highest importance index in all teacher efficacy was job satisfaction. Second, among the top 25 factors (approximately 10% of the total explanatory variables), 15 items, which account for 60%, were commonly found to be major influencing factors in all teacher efficacy. Third, among the top 25 factors, there were 4 to 7 major influencing factors unique to each teacher efficacy, and these factors appeared to represent the unique characteristics of each teacher efficacy. Fourth, the variables that appeared to be mainly related to teacher efficacy were all individual teacher-level factors, and school-level factors did not appear. In this study, it was able to examine the relationship between individual teacher efficacy and influencing factors by dividing teacher efficacy into three sub-domains (instruction/assessment efficacy, student guidance/class management efficacy, and future education efficacy) due to the strength of data. Also, this study examined the relationship between teachers’ practical teaching/learning activities and teacher efficacy, which was difficult to examine in previous studies.

The discipline gap in context: The role of school racial and ethnic diversity and within school positionality on out-of-school suspensions

Disparities in exclusionary discipline practices are well-documented; however, variation in Black students' disciplinary experiences across different racial and ethnic school compositions remains understudied. Utilizing a state-wide dataset (N = 769,050 students in J = 1296 schools), we examined student- and school-level factors that contribute to suspensions for Black students across schools with varying racial and ethnic diversity. Consistent with prior research, we found that Black students were disproportionately suspended more often, for more days, and more likely for soft offenses. We also found that students in majority Black schools (i.e., those where >50% of the students were Black) had the highest unadjusted rates of suspension. However, when controlling for multiple other student- and school-level characteristics, including overall suspension rates, we found that Black students attending majority White schools had a higher adjusted risk of suspension than in majority Black or heterogenous diverse schools, suggesting higher rates of differential treatment in White majority schools. We discuss the implications of these results and the role school psychologists play in supporting professional development, training, and data-based decision making to reduce disproportionality.

Effects of school-level and area-level socio-economic factors on elementary school student COVID-19 infections: a population-based observational study

ObjectivesTo estimate the variability of the cumulative incidence of SARS-CoV-2 infections among elementary school students attributable to individual schools and/or their geographic areas, and to ascertain whether socio-economic characteristics of...

서울 초등학생의 역량 유형 분류 및 영향요인 분석

This study examined the latent structure of cognitive and social-emotional competencies of elementary school students and explored the effects of student-level and school-level factors by latent structure. For this purpose, 113 schools and 3,710 elementary school students’ data from the first-year elementary school panel (ES&amp;B) of the Seoul Educational Longitudinal Study of Students (SELSS) 2020 were used and descriptive statistics and multilevel latent profile model analysis were conducted. The main analysis results are as follows. First, as a result of the analysis, four latent classes (all competencies below the average/emotional competency below the average/cognitive and social competencies below the average/all competencies above the average) were classified according to the cognitive and social-emotional competencies of elementary school students. It was confirmed that the “all competencies above the average” class showed a higher rate than other classes, but on the other hand, the proportion of the “all competencies below the average” class was not low. Second, school variables that influence the latent profiles included student atmosphere and the ratio of professional counselors, and it was confirmed that both variables could have a positive effect. Third, the student-level factors such as: gender (female students), friendship, class attitude, and socioeconomic status (SES) had a significant effect on the probability of belonging to the positive class. Based on the above results, possible directions of policy support were suggested.

Detection of hotspots of school dropouts in India: A spatial clustering approach.

School dropout is a significant concern universally. This paper investigates the incorporation of spatial dependency in estimating the topographical effect of school dropout rates in India. This study utilizes the secondary data on primary, upper primary, and secondary school dropout rates of the different districts of India available at the Unified District Information System for Education plus (UDISE+) for the year 2020 to contemplate the impact of these dropouts from one region to different regions in molding with promotion rate and repetition rate. The Global Moran's I, Univariate and Bivariate Local Indicators of Spatial Association, and spatial models are utilized to investigate the geographical variability and to find the possible relationship between dropout rates and the school-level factors at the district level. The outcomes provide clear spatial clustering and precisely highlight the hot zone dropout regions with high repetition and low promotion rates. Based on this study's results, educational administrators can make evidence-based decisions to reduce dropout rates in hot zones of various regions of India. Furthermore, futuristic studies focusing on linking spatial hot zones with causal factors will add consistent data in assisting policymakers in taking necessary measures to develop a sound education management system.

Empirical Testing of a Multidimensional Model of School Dropout Risk

Education systems are working to reduce dropout risk, thereby reducing early leaving from education and training rates (ELET) for a more sustainable society. There is a wealth of research on the causes of dropout risk, but little that looks at it in a complex way. Previous research has typically examined the association of a single factor with school dropout. This paper aims to examine the collective relationship between individual, family, and school-level factors and dropout risk based on international literature. Our analyses are based on two online surveys that were conducted among teachers and students in the 2018/2019 and the 2019/2020 academic years respectively (using the data of 2649 students and 2673 teachers from 149 schools in total). Multiple linear regression analyses were performed, and the (ordinary least squares—OLS) regression models were built hierarchically (blockwise entry) with the ENTER method. The research question was which factors are more likely to predict dropout risk. The findings reveal that individual and family factors are far more strongly associated with students’ dropout risk than school-related factors. The two strongest individual factors are learning engagement and performance-oriented learning School factors hardly have a role in preventing dropping out of school. Four of the school factors appear to have a definite effect: standards set for students and teachers, belief in the school’s role to compensate for disadvantages, and positive school climate. All this draws the attention of practising teachers, school leaders and educational policymakers that the school’s protective factors should be stepped up, and the preventive intervention should focus primarily on these factors.

Assessing potential improvement in education: Unravelling pupils' and schools’ inefficiencies using a multi-level metafrontier approach

How relevant is a better use of schooling resources to improve learning outcomes? Though the optimal management of public funding is always desirable, achievement improvement might also depend on student and school level factors beyond efficiency. Using data from public primary schools in Uruguay, we discuss the role of the school efficiency gains in the potential attainment improvement of pupils. Our empirical approach resorts to a multilevel metafrontier model based on non-parametric methods to identify the sources of pupils' under-attainment. The results reveal that pure school inefficiencies per se are hardly relevant to enhance students’ performance while the effect of school resources is still sizable. We also find that school-level efficiency gaps affect the most disadvantaged students and school-types within the public system. The research highlights the importance of correctly assessing the range and roots of potential improvement from schooling efficiency policies, particularly in contexts characterized by scarcity of resources. • The role of school-level efficiency gains is discussed for public primary schools. • We study how much better learning outcomes depend on an effective resource use. • Multi-level metafrontiers allow identifying the roots of pupils' under-attainment. • School's inefficiency is hardly relevant to guide pupils' performance improvements. • Ignoring resources and context conditions lead to overvalue school's inefficiencies.

Exposure to tobacco advertisements, promotions, and sponsorships among in-school adolescents in Lagos, Nigeria: A cross-sectional study.

The Nigerian government implemented the National Tobacco Control Act (NTCA) in 2015, which prohibits tobacco advertising, promotion, and sponsorship (TAPS) exposure to children under 18 years of age. This study was conducted to assess the prevalence of attitudes and exposure to TAPS among in-school adolescents in Lagos State, Nigeria, 5 years after the implementation of the Act and to identify the factors associated with TAPS exposure among the adolescents. This cross-sectional study was conducted among 968 in-school adolescents selected through multistage random sampling. The data were collected using self-administered questionnaires adapted from the Global Youth Tobacco Survey. Overall, 77% had been exposed to at least one form of TAPS in the past 30 days. The most frequently reported channel of exposure was through product placements, with 62% reporting exposure in films, TV, and videos. Up to 15.2% and 12.6% were exposed to TAPS through promotional activities and sponsorships, respectively. The majority (82.3%) had pro-tobacco attitudes, while about a third (33.1%) had pro-TAPS attitudes. Factors associated with TAPS exposure were having pro-TAPS attitudes (odds ratio [OR]: 3.5, 95% confidence interval [CI]: 2.3-5.3), being female (OR: 2, 95% CI: 1.4-2.7), and residing in a rural area (OR: 1.6, 95% CI: 1.2-2.3). Five years after implementing the NTCA, more than two-thirds of the adolescents reported exposure to TAPS, mainly through films, TV, and videos. This suggests that the NTCA is poorly enforced. Efforts to ensure the effective implementation of comprehensive TAPS bans are warranted. Gender-sensitive strategies that target adolescents' attitudes and school-level factors should be emphasized.