School Climate and Academic Achievement in Middle and High School Students
School Climate and Academic Achievement in Middle and High School Students
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DOI：
10.1111/josh.12726
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发表时间：
2019-03-01
影响因子：
2.2
通讯作者：
Zullig, Keith J.
中科院分区：
文献类型：
--
作者：
Daily, Shay M.;Mann, Michael J.;Zullig, Keith J.
背景新出现的证据表明，积极的学校氛围可能是一个有希望的人口水平的干预，以促进学业成绩和学生的福祉。然而，研究人员呼吁扩大学校气候的证据基础，以更好地描述该结构如何与学生的成绩相关联。本研究旨在探讨10个学校气候领域与中学生学业成就的关系。方法采用ANOVA分析美国大西洋中部州6-12年级学生的调查数据（n = 2405，应答率：中学= 82.4%，50.5%女性;高中= 62.5%，56.1%女性）。结果除学业支持外，学校气氛各维度的主效应均显著，且初中生和高中生的主效应各不相同。影响大小从小到中，学术支持在初中和高中学生中表现出最强的影响。结论：研究结果表明，学校气氛与初中和高中学生的学业成绩有关。按年级正确确定学校气氛的关键方面的作用，可以提供改进和发展适当的建议，提供教学和校本干预措施，促进积极的学校福祉和学生的表现。
BACKGROUND Emergent evidence suggests a positive school climate may be a promising population-level intervention to promote academic achievement and student well-being. However, researchers have called for expanding the school climate evidence-base to better describe how the construct is associated with student outcomes. The purpose of this study was to determine the associations between 10 school climate domains and academic achievement among middle and high school students. METHODS ANOVAs were used to analyze survey data from 6-12 grade students in a Mid-Atlantic US state (n = 2405, response rate: middle school = 82.4%, 50.5% female; high school = 62.5%, 56.1% female). RESULTS Significant main effects were found for all school climate domains and varied between middle and high school students apart from academic support. Effect sizes ranged from small to medium, with academic support demonstrating the strongest effects among both middle and high school students. CONCLUSIONS Findings suggest school climate is associated with academic achievement for both middle and high school students. Correctly identifying the role of key aspects of school climate by grade-level may provide improved and developmentally appropriate recommendations for the delivery of instruction and school-based interventions that promote positive school well-being and student performance.