Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis

Zorbaz, Selen Demirtaş; Akin-Arikan, Çiğdem; Terzi, R

doi:10.1080/09243453.2021.1920432

Cited by 16 publications

(6 citation statements)

References 71 publications

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“…School climate includes the social environment, social interaction, and social norms related to school and learning (Anderson, 1982), including the student-student relationship, the teacher-student relationship, common values, and other dimensions (Lee et al, 2017). School climate has been shown to be related to students' academic development (Berkowitz, 2021;Demirtas-Zorbaz et al, 2021). School cooperation climate is the evaluation of students for their school cooperation tendency [Organisation for Economic Cooperation and Development (OECD), 2019] and is an important part of school climate.…”

Section: Introductionmentioning

confidence: 99%

Links between Chinese vocational school students’ perception of parents’ emotional support and school cooperation climate and their academic performance: The mediating role of school belonging

2022

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The role of social environmental factors on student academic achievement has been conceptualized from the perspective of the ecological system theory. In the present study, a strengths-based approach derived from the theory of positive youth development was adopted to explore the two favorable aspects of proximal social environments, including parents’ emotional support and school cooperation climate, and to examine how these two factors influence the academic performance among Chinese senior-secondary vocational school students. Participants were 1,940 students (55.4% male) who took part in the Programme for International Student Assessment (PISA) 2018 test from four regions in China. The students completed the questionnaires to assess parents’ emotional support, school cooperation climate, school belonging, and academic performance. By adopting the structural equation model, the results revealed that school belonging fully mediates the association between parents’ emotional support and academic scores, and the association between school cooperation climate and academic scores. In addition, multiple group comparison analyses showed there were some gender differences in the relationships between school cooperation climate and academic performance. The practical significance of the influence of parental support and school cooperation climate on student academic achievement was also discussed.

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Section: Introductionmentioning

confidence: 99%

Links between Chinese vocational school students’ perception of parents’ emotional support and school cooperation climate and their academic performance: The mediating role of school belonging

2022

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“…Existing research indicates that the atmosphere, as a crucial factor affecting students’ learning activities [ 55 ], facilitates the regulation of student emotions [ 56 ] and enhances learning outcomes. Different types of atmospheres exist in various contexts, with the academic atmosphere being the essence and deep cultural accumulation formed by various academic activities within universities, subtly influencing the thoughts and psychological perceptions of members within the institution [ 57 ]. Its intensity determines the academic behaviors and research outcomes of academic members within the institution [ 58 ].…”

Section: Literature Review and Research Hypothesismentioning

confidence: 99%

A study on the influence of academic passion on PhD students’ research engagement—The role of ambidextrous learning and academic climate

Chen,

Zhao

2024

PLoS ONE

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The engagement in research, as the primary form of learning engagement for PhD students, is crucial for enhancing their competitive edge. Academic passion, a key determinant of learning engagement, plays a significant role in driving the research enthusiasm of PhD students. However, the "black box" concerning whether and how academic passion influences PhD students’ research engagement remains to be explored. Addressing this gap, the present study draws upon self-determination theory, adopts the "motivation-behavior-effect" analytical framework, and incorporates ambidextrous learning as a mediator to elucidate the specific pathway through which academic passion impacts PhD students’ engagement in research activities. Furthermore, it examines the facilitating role of the academic climate in this process. From December 2022 to March 2023, a questionnaire survey was conducted, collecting 522 responses from PhD students across 25 universities in China. The survey primarily assessed the PhD students’ academic passion, ambidextrous learning behaviors (including tendencies towards exploratory and exploitative learning), and their perceived academic climate, investigating how these factors collectively influence their engagement in research activities. The questionnaire data were analyzed using a combination of SEM and bootstrapping with SPSS 26.0 and Mplus 8.3 software. The findings reveal that academic passion significantly positively affects PhD students’ research engagement; ambidextrous learning (exploratory and exploitative learning) mediates the relationship between academic passion and PhD students’ research engagement; and the academic climate effectively facilitates the transformation of PhD students’ academic passion into ambidextrous learning (exploratory and exploitative learning). The study’s conclusions not only foster PhD students’ enthusiasm for research but also enhance learning effectiveness and innovation vitality, providing a theoretical basis for reforming the doctoral training system.

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“…Contemporary meta-analyses have consistently demonstrated the significance of school climate in promoting positive student outcomes, both cognitive and noncognitive. For instance, the meta-analyses by Dulay and Karadağ (2017) and Demirtas-Zorbaz and colleagues (2021) found small to medium positive effects of school climate on student achievement. Furthermore, meta-analyses have reported positive effects of a positive school climate on reduced school violence (Steffgen et al, 2013) and problem behaviors among students (Reaves et al, 2018).…”

Section: School Quality – a Theoretical Frameworkmentioning

confidence: 99%

Changes in Teachers’ Perceptions of School Quality During COVID-19

Helm

Huber

2023

Zeitschrift für Psychologie

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The COVID-19 pandemic brought forth unique challenges for schools, requiring a sudden shift to remote learning. However, there have been no empirical studies examining the effects of the pandemic on school quality. This study aims to address this research gap by examining teacher data from a longitudinal study ( n = 2,616 teachers in 120 schools in Germany) on various aspects of school quality. Using multiple-group multiple-indicator univariate latent change score modeling based on latent covariate propensity score balancing, we investigate whether COVID-19 impacted school quality – that is, school climate, collective teacher efficacy, teacher cooperation, and distributed leadership. With a few exceptions, we could not detect significant differences in the development of teachers’ perceptions of school quality during the pandemic compared to developments that occurred prior to the pandemic. For example, adaptive teaching increased more than before the pandemic, while social support between teachers decreased more than before the pandemic.

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Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis

Cited by 16 publications

References 71 publications

Links between Chinese vocational school students’ perception of parents’ emotional support and school cooperation climate and their academic performance: The mediating role of school belonging

Links between Chinese vocational school students’ perception of parents’ emotional support and school cooperation climate and their academic performance: The mediating role of school belonging

A study on the influence of academic passion on PhD students’ research engagement—The role of ambidextrous learning and academic climate

Changes in Teachers’ Perceptions of School Quality During COVID-19

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