A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition

Propelling Children’s Empathy and Friendship

“…As research on school environment and climate shows, learning in a safe and supportive environment free of violence is essential for children's academic success, self-esteem, and wellbeing [2][3][4][5]. Developing positive feelings, such as friendship and empathy, is essential for ensuring such spaces in schools and classrooms [8,13,18,19].…”

“…Learning in inclusive, violence-free, and supportive environments has been found to foster students' positive trajectories. For instance, such environments contribute to improving students' self-esteem and self-concept [2], academic achievements [3], academic engagement [4], and social and emotional wellbeing [5], among others. It has been found that the quality of relationships and interactions within and outside the school among students, parents, and teachers is one of the main pillars in school environments promoting a positive climate [6,7].…”

Clima Escolar, Autoconcepto académico y Calidad de Vida en alumnos/as de aulas culturalmente diversas

“…Así, en cuanto a las diferencias en la percepción del clima escolar, los alumnos y alumnas de nacionalidad chilena valoraron significativamente peor el clima referente al Apoyo al Pluralismo Cultural, Apoyo por parte de las y los Profesores e Interacciones Positivas entre Compañeros/as, mientras que las y los alumnos de nacionalidad haitiana perciben en mayor grado Interacciones Negativas entre Compañeros/as. El estudio da cuenta, asimismo, de que, a mayor percepción de un Clima Escolar positivo, mejor es el Autoconcepto Académico del alumnado, coincidiendo con investigaciones previas que ya habían señalado la relación entre ambas variables (Coelho, Bear & Brás, 2020;Gietz & McIntosh, 2014;Jia et al, 2009). Acorde con la literatura (Freeman et al, 2009;Konu et al, 2002;Varela et al, 2019), el estudio también da cuenta de la relación positiva ente Clima Escolar y Calidad de Vida.…”

“…Sobre la base que el clima es un fenómeno que emerge en las comunidades escolares, la literatura ha señalado la relación del clima escolar positivo, tanto con variables vinculadas a la percepción de calidad de vida por parte del alumnado −mejor bienestar subjetivo (Freeman et al, 2009;Konu, Lintonen, & Autio, 2002;Varela et al, 2019, Ruus et al, 2007Virtanen et al, 2009), mejor autoestima y autoconcepto (Beld et al, 2019;Steffgen, Rechhia & Viechtbauer, 2013;Cornejo & Redondo, 2001;Jia et al, 2009;Way, Reddy & Rhodes, 2007) satisfacción vital (Leria & Salgado, 2019), y satisfacción escolar (Zullig, Ward, Huebner & Daily, 2017)− como con variables asociadas con los resultados académicos −promedio de calificaciones (Jia et al, 2009), autoconcepto académico (Coelho, Bear & Brás, 2020;Ullman, 2014), mejores aptitudes matemáticas y verbales (Gietz & McIntosh, 2014) y mejores resultados académicos (Berkowitz et al, 2015;Hanson & Voight, 2014;McCoy, Roy & Sirkman, 2013;OCDE, 2015;Persson & Svensson, 2017)−. Además, se ha observado que un clima escolar negativo puede resultar en comportamientos disruptivos, deterioro de los logros de aprendizaje y aumento de agresiones entre estudiantes (Barth, Dunlap, Dane, Lochman & Wells, 2004;Persson & Svensson, 2017).…”

Relationship between School Climate and Achievement Motivation in High School Students

“…They revealed that students with higher perceptions of a positive school climate demonstrated sustained or enhanced academic achievement over time and higher positive perceptions of school climate appear to strengthen students who earn. Coelho, Bear, and Brás (2020) in a stud entitled " A multilevel analysis of the importance of school climate for the trajectories of students' self-concept and self-esteem throughout the middle school transition" indicated that students with more positive perceptions of school climate in the beginning of fifth grade exhibited more positive trajectories in self-concept and self-esteem. Furthermore, students from larger fourth grade classes had more positive trajectories of social self-concept compared to those from smaller classes.…”