School climate and academic performance of Italian students: the role of disciplinary behaviour and parental involvement

Abstract

Educational researchers have increasingly recognised the importance of school climate as a malleable factor for improving academic performance. In this perspective, we exploit the data collected by the Italian Institute for the Evaluation of the Education System (INVALSI) to assess the effect of some school climate related factors on academic performance of tenth-grade Italian students. A Multilevel Bayesian Structural Equation Model (MBSEM) is adopted to highlight the effect of some relevant dimensions of school climate (students’ disciplinary behaviour and parents’ involvement) on academic performance and their role on the relationships between student socioeconomic status and achievement. The main findings show that disciplinary behaviour, on the one hand, directly influences the level of competence of the students, and, on the other hand, it partly mediates the effect of socioeconomic background whereas parents’ involvement does not appear to exert any significant effect on students’ performance.

Sustainable leadership practices among school leaders and their relationship with school climate

“…However, the exploration of teacher perceptions of the impact of the school climate experience still raises questions to date [22]. There has been a tremendous need for educators, policymakers, and scholars to identify school climate as one of the main thrusts that can be used to improve the education system [23]. The school climate is formed based on the relationships between the school principal and teachers, the teacher and the teacher, the teacher and the staff, the teacher and the student, and the relationship between the students of a school [24].…”

The relationship between parental involvement, the role of counselors, student abilities and socioeconomic status towards the interest in continuing studies in high school students in Sukabumi City

“…Studies have shown that parental involvement improves student academic performance, motivation, and attendance at school (Fan & Chen, 2001;Henderson & Mapp, 2002;Jeynes, 2005). A study by (Avnet et al, 2019;Gonzalez-DeHass et al, 2005;Longobardi et al, 2022;Tyas, 2016) found that parental involvement in the form of communication with teachers and monitoring homework had a significant positive impact on student academic achievement.…”

Measuring school social climate in Latin America: the need for multidimensional and multi-informant tests – A systematic review

“…This construct has also been referred to as school social climate (SSC), with special reference to the interactions generated in the school context and is defined as a dynamic element that arises from the perceptions of diverse actors in the education community on the relations they establish in this environment, at classroom and institutional level, which are developed according to the rules and behavioral habits established and regulated by each school ( Trianes, 2000 ; Eccles and Roeser, 2011 ; Longobardi et al, 2022 ). It is a fundamental aspect of improving the equity and quality of education through learning to live with others, recognizing and valuing diversity.…”