Perceived academic performance explained by school climate, positive psychological variables and life satisfaction

Abstract

Background Adolescents spend a large percentage of their time at school, where learning and achievement are important activities that are vital to their future educational success and subsequent career opportunities. However, studies reveal a significant drop in satisfaction and performance during the teenage years. Aim Based on the ecological model, this study aims to explore the relationship dynamics between contextual (school climate) and psychological (emotional intelligence and resilience) variables, life satisfaction and perceived academic performance, analysing, to this end, four theoretical models grounded in previous research. Sample The sample comprised a total of 1397 adolescents aged between 12 and 16 years from the Autonomous Community of the Basque Country (northern Spain). Analysis The Equations 6.2 program was used to estimate the measurement model and the structural models, using the robust maximum likelihood procedure. Results School climate and life satisfaction were found to directly influence perceived academic performance, whereas emotional intelligence and resilience did so indirectly, with the full mediation of life satisfaction. Conclusions These results have important educational implications, since they reveal existing relationship dynamics, which should serve as a basis for the effective implementation of school programs. They also indicate how important it is for adolescents to be psychologically well‐adjusted and satisfied with their lives, in order for them to perform optimally at school.

An Analysis of Stakeholders’ Perceptions of Moroccan Secondary School Quality

“…This research also indicates that "school climate" is an essential element of high school quality that significantly and favorably influences students' academic success. The latter is closely linked to the school's performance results, which supports for the idea that the theme is associated with school performance and the percentage of students entering higher education and universities [66], [68].…”

The Mediating Effect of Teachers’ Collective Innovativeness Between School Climate and Job Satisfaction

“…Prior research has underscored considerable influence of the school climate's influence on students' academic achievements (Izaguirre et al, 2023) and significant effects on teacher outcomes, including attrition (Djonko-Moore, 2016), effectiveness (Hosford & O'Sullivan, 2016;Meristo & Eisenschmidt, 2014), jobs satisfaction, and emotional wellbeing (Yang et al, 2022). Nevertheless, the comprehension of teachers' perception of the educational environment is still constrained, primarily because existing research predominantly focuses on students (Wang & Degol, 2016).…”

Psychometric Evaluation of the School Climate and School Identification Measure—Student on Chilean Students: A Bifactor Model Approach

“…School climate has implications at the academic, personal and relational levels that favor greater student adjustment [1][2][3]; thus, school climate is considered a relevant factor in achieving better academic performance [4][5][6] and greater school satisfaction [7]. The above is fundamental considering that adolescents are in a process of constant development and learning from their daily interactions; therefore, the way in which they relate among students and with teachers, as well as problem solving, influences their beliefs and their present and future behaviors [8,9].…”