The Role of School Climate in Explaining Changes in Social Trust Over Time

Lundberg, Erik; Abdelzadeh, Ali

doi:10.1080/00313831.2018.1434824

Cited by 20 publications

(15 citation statements)

References 48 publications

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“…These results are in line with the extended attachment perspective on the role of teacher support (Ainsworth 1989 ; Bowlby 1982 ; Roorda et al 2011 ) and the notion that a sense of secure attachment can diminish prejudice toward potentially threatening outgroups (Boag and Carnelley 2016 ; Carnelley and Boag 2019 ; Mikulincer and Shaver 2001 ). They also support the idea that trust is crucial for positive attitudes toward immigrants (Herreros and Criado 2009 ; Van Linden et al 2017 ) and show that supportive teachers are relevant for promoting this trust in adolescents (Lundberg and Abdelzadeh 2018 ).…”

Section: Discussionsupporting

confidence: 61%

“…From an attachment perspective, the experience of supportive and secure relations with important others such as teachers should make individuals less afraid of strangers, including members of outgroups (Bowlby 1982 ; Mikulincer and Shaver 2001 ), and one of the explanations for this is that such relations promote a sense of social trust (for review see Carnelley and Boag 2019 ; Lundberg and Abdelzadeh 2018 ; Glanville and Paxton 2007 ). Our findings are clearly consistent with this idea and with the conclusion that people’s situational experience of attachment security and their global attachment styles are independent predictors of their outgroup attitudes (Mikulincer and Shaver 2001 ).…”

Section: Discussionmentioning

confidence: 99%

“…They also found that adolescents’ social trust was boosted by a positive school climate. More specifically, a recent study showed that adolescents’ perceptions of having caring and responsive teachers was positively related to their social trust (Lundberg and Abdelzadeh 2018 ). However, this study included teacher support only at one time point (in late adolescence).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Perceived Teacher Support on Anti-Immigrant Attitudes from Early to Late Adolescence

Miklikowska

Thijs

Hjerm

2019

J Youth Adolescence

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Although research has shown that school context has consequences for intergroup attitudes, few studies have examined the role of teacher qualities, such as teacher support. In addition, previous research has paid limited attention to the mechanisms that could help to explain teacher effects. This 5-wave study (2010–2015) examined the effects of perceived teacher support on the anti-immigrant attitudes of Swedish majority youth ( N = 671, M age = 13.41, 50.2% girls, 34 classrooms). It also tested whether social trust would mediate these effects. The results of multilevel analyses showed that perceived teacher support was associated with less prejudice at all levels of analysis. At the within-person level, fluctuations in teacher support were related to fluctuations in youth prejudice: in years when, on average, adolescents perceived their teachers as more supportive, they reported lower prejudice. At the between-person level, adolescents who perceived their teachers as more supportive compared to their peers reported lower prejudice. Similarly, classrooms where students shared an experience of teacher support were lower in prejudice than classrooms with weaker teacher support. The results also showed that social trust explained teacher effects: adolescents who experienced their teachers as more supportive displayed higher levels of trust and, in turn, lower levels of prejudice than youth with less supportive teachers. These findings suggest that teachers can counteract the development of prejudice and facilitate social trust in adolescents by being supportive of them.

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Section: Discussionsupporting

confidence: 61%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Perceived Teacher Support on Anti-Immigrant Attitudes from Early to Late Adolescence

Miklikowska

Thijs

Hjerm

2019

J Youth Adolescence

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“…Some studies discuss approaches, such as value or character education, that aim directly at developing moral and affective foundations of trust (Akbaş, 2012; Smith, 2013). However, a number of other studies find that the trust of students is predominantly shaped by classroom climate and by experiences of distributive and interactional justice, as well as (negatively) through experiences of victimisation in school (Lundberg & Abdelzadeh, 2018). In another interesting study, Abdelzadeh et al .…”

Section: Resultsmentioning

confidence: 99%

A comprehensive view of trust in education: Conclusions from a systematic literature review

Niedlich

Kallfaß

Pohle

et al. 2020

Review of Education

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Trust is considered to be a crucial element of social cohesion. At the same time, as research has shown, education can be understood as an important precondition of trust. Furthermore, contextual conditions are important for the development of trust. In spite of this, the role of trust in the multi‐level education system has been scarcely investigated. This paper introduces a comprehensive model of trust in the education system, based on a systematic literature review of 183 recent peer‐reviewed articles following a thematic and interpretive review approach. The suggested model consists of four interconnected elements (generalised trust, educational governance, educational settings, educational attainment). By introducing a comprehensive model of trust in multi‐level education systems the paper aims at opening up perspectives for future theoretically driven, interdisciplinary comparative research that may shed further light on the role of trust in education systems. The paper proceeds as follows. First, trust is discussed as a complex subject in research, policy and practice in multi‐level education systems, and key research questions are derived from this. Second, the methodology of the systematic literature review is explained. Third, results from the literature review are presented, focusing on three domains of trust and their interrelations. Fourth, the comprehensive model of trust in multi‐level education systems is introduced. The fifth section discusses the findings and explores how future research could advance a comprehensive understanding of trust in education.

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“…Currently, research on physical aspects in school environments has gained attention as a result of the theoretical relevance of the human-environment link, the new conceptions about the importance of social interactions in the educational environment, and questions about the objectives of education in the modern world (Aldridge and McChesney, 2018;Lundberg and Abdelzadeh, 2019).…”

Section: Introductionmentioning

confidence: 99%

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico

et al. 2020

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School environment refers to the set of relationships that occur among members of a school community that are determined by structural, personal, and functional factors of the educational institution, which provide distinctiveness to schools. The school environment is an important factor when evaluating student well-being. Previous findings have shown that variables such as physical, academic, and social dimensions influence school environments. This research seeks to explain the relationship between school environment and the well-being of primary education students. To carry out this research, a total of 405 students from four public elementary schools in northwestern Mexico were selected to participate. The instrument used to measure the variables and the relationship of school environment and well-being is based on the three dimensions of school environment proposed by Kutsyuruba et al. (2015): Physical, social, and academic. Statistical analyses were carried out to determine the reliability and validity of the measurement scales using SPSS V20 and EQS software. Confirmatory factor analysis models were tested to determine the construct validity of each scale; then, an analysis via structural equation modeling was made to form an explanatory model obtaining acceptable practical and statistical indicators. Among the relationships in this study, our research identified the variable of school environments as an outcome determined by physical, academic, and social factors. School environment and student well-being variables were also found to be correlated.

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The Role of School Climate in Explaining Changes in Social Trust Over Time

Cited by 20 publications

References 48 publications

The Impact of Perceived Teacher Support on Anti-Immigrant Attitudes from Early to Late Adolescence

The Impact of Perceived Teacher Support on Anti-Immigrant Attitudes from Early to Late Adolescence

A comprehensive view of trust in education: Conclusions from a systematic literature review

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico

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