Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools

Abstract

Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students ( Mage = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students ( Mage = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students’ sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students’ feelings of engagement. Support from peers increased students’ emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students.

Factor Structure Validation and Measurement Invariance Testing of the Five C’s Model of Positive Youth Development among Emerging Adults in Malaysia

“…Given that the Philippines and Malaysia share certain socio-cultural similarities such as strong collectivist values, these results may be culturally related (Isa & Abdullah, 2019). Ease in forming new friendships may have more to do with pre-existing group dynamics than individual agency, particularly in a highly collectivist culture like Malaysia where group -- particularly ethnic group -- considerations are prioritized (Joseph, 2006; Krauss et al, 2022). For example, Malaysian youth may feel a sense of obligation to befriend others who share similar social and cultural backgrounds, interests, or dispositions.…”

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

“…This allows multidisciplinary teams to work with the educational community to achieve social, emotional and academic benefits. In this sense, a positive school climate enables students to adapt and develop adequately while, at the same time, teachers perform their work better [12,13,17,31].…”

“…In addition, it moderates the association between homophobic victimization and depression [15], decreasing behavioral problems and peer conflicts and favoring school safety [16]. Consequently, a good school climate reduces school-related stressors [17], making students feel comfortable exposing themselves to different daily activities, thus improving their school experiences [18].…”

“…With respect to the relationship between teachers and students, it can be noted that affectionate and respectful interactions favor opportunities for students to make decisions about their own learning and about those activities they would like to carry out, promoting their participation [17]. In addition, organization and respect for teachers reduce risk behaviors such as cannabis and alcohol consumption [24], and teacher support for students is negatively associated with an addiction to Internet games [25] and hostility, encouraging students to seek help, which would help to care for their mental health [2].…”

“…Based on the above, it is evident that focusing on school climate in schools is fundamental for all members of the educational community [14,16,17]. In this sense, visualizing and understanding the importance of the role of school climate is crucial to achieving an environment that enhances the proper development of students [49].…”