School climate predictors of school disorder: Results from a national study of delinquency prevention in schools
School climate predictors of school disorder: Results from a national study of delinquency prevention in schools
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DOI：
10.1177/0022427804271931
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发表时间：
2005-11-01
影响因子：
3.2
通讯作者：
Gottfredson, NC
中科院分区：
文献类型：
--
作者：
Gottfredson, GD;Gottfredson, DC;Gottfredson, NC
假设学校组织特征与学校犯罪和混乱的协会进行了测试，在全国代表性的样本254所中学。相对较小的班级内相关性表明，学校混乱的个人测量值的大部分差异是由学校内而不是学校之间的差异造成的。因此，只有一小部分的这种变化是潜在的解释学校之间的影响.然而，学校的气氛解释了相当大的比例的方差在所有措施的学校障碍控制的影响，社区特点和学校的学生组成。学生认为规则更模糊和清晰的学校，犯罪行为和学生受害的情况更少。规则的公平性和明确性对教师受害没有影响。积极的社会心理氛围的学校有较少的教师受害，但气候没有影响学生的受害或犯罪行为。
Hypotheses about the association of school organizational characteristics with school crime and disorder were tested in a nationally representative sample of 254 secondary schools. Relatively small intra-class correlations suggest that most of the variance in the individual measures of school disorder result from within-school rather than between-school variation. Therefore only a small portion of this variation is potentially explainable by between -school influences. Nevertheless, school climate explained a substantial percentage of the variance in all measures of school disorder controlling for the effects of community characteristics and school student composition. Schools in which students perceived greater faintess and clarity of rules had less delinquent behavior and less student victimization. Rule fairness and clarity did not influence teacher victimization. Schools with more positive psychosocial climates had less teacher victimization, but climate did not influence student victimization or delinquent behavior.