School Climate as an Intervention to Reduce Academic Failure and Educate the Whole Child: A Longitudinal Study
School Climate as an Intervention to Reduce Academic Failure and Educate the Whole Child: A Longitudinal Study
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DOI：
10.1111/josh.12863
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发表时间：
2020-01-05
影响因子：
2.2
通讯作者：
Kristjansson，Alfgeir L.
中科院分区：
文献类型：
--
作者：
Daily，Shay M.;Mann，Michael J.;Kristjansson，Alfgeir L.
背景预防学生学业失败对学生健康和人生成功至关重要。之前的研究表明，积极的学校氛围可能会降低学生学业失败的风险，并有助于取得学业成功。本研究以西弗吉尼亚州3县16所区域学校的2604名初一、初三、初三年级学生为研究样本，采用平行潜在生长曲线模型，纵向考察了升入高中的初中生学业成绩与学校气氛之间的纵向关系。结果积极学校气氛的学生随着时间的推移，学业成绩持续或提高(β=0.22~0.30，p <； .01)。对学校气氛的较高的积极感知似乎支持了获得A/B的学生(β=0.20至0.27，p <； .01)，并加强了获得C/D/F的学生(β−=0.16至−0.46，p <； .05)。结论学生对学校气氛的积极感知可能会维持较高的学业成绩，同时加强获得C/D/F的学生。在美国，学校氛围可能是一种有用的干预措施，可以支持以学校为基础的健康促进，以缩小成绩差距。
BACKGROUNDPreventing student academic failure is crucial to student health and life success. Previous studies suggest a positive school climate may reduce students' risk for academic failure and contribute to academic success. The purpose of this study was to determine the longitudinal associations between school climate and academic grades in a group of middle school students who transition into high school.METHODSParallel latent growth curve modeling was used to examine changes among study variables longitudinally using a sample of 2604 in 6th, 7th, and 8th‐grade students across 16 regional schools located in 3 counties in West Virginia.RESULTSStudents with higher perceptions of a positive school climate exhibited sustained or improved academic achievement over time (β = 0.22 to 0.30, p < .01). Higher positive perceptions of school climate appear to sustain students who earn As/Bs (β = 0.20 to 0.27, p < .01) and strengthen students who earn Cs/Ds/Fs (β = −0.16 to −0.46, p < .05).CONCLUSIONSPositive student perceptions of school climate may sustain high academic performance while strengthening students who earn Cs/Ds/Fs. School climate may be useful as an intervention to support school‐based health promotion to reduce the achievement gap in the United States.