Dealing with the day‐to‐day: Harnessing school climate to address the effects of student victimization on academic performance

2021 ◽  
Author(s):  
Matthew J. Cuellar ◽  
Samantha Coyle ◽  
Karly S. Weinreb
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Student Victimization

The Effect of Student Perception of Negative School Climate on Poor Academic Performance of Students in Indonesia

2020 ◽  
Vol 19 (2) ◽  
pp. 279-291
Author(s):  
Wahyu Nanda Eka Saputra ◽  
Agus Supriyanto ◽  
Budi Astuti ◽  
Yulia Ayriza ◽  
Sofwan Adiputra
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Student Perception ◽  
Poor Academic Performance

scholarly journals School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?

2020 ◽  
Vol 13 (1) ◽  
pp. 68
Author(s):  
Naiara Escalante Mateos ◽  
Arantza Fernández-Zabala ◽  
Eider Goñi Palacios ◽  
Iker Izar-de-la-Fuente Díaz-de-Cerio
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Basque Country ◽  
School Adjustment ◽  
Specific Aspect ◽  
Mediation Model ◽  
Mediating Role ◽  
Resilience Scale ◽  
Climate Scale

Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic performance, it is still unresolved which of the more specific aspects of climate are linked to this performance, as well as the degree to which an individual variable such as resilience can play a mediating role between both; these unknown factors constitute the objective of this study. A total of 731 students (mean age, Mage = 15.20 years; Standard Deviation, SD = 1.62) from the Basque Country participated; they completed the PACE-33 -school climate scale-, the CD-RISC10 -resilience scale- and the EBAE-10 -perceived academic performance subscale-. The full mediation model and the partial mediation model were tested. The results show that the model of choice is that of partial mediation: the resilience mediates the relationship between two specific aspects of the school climate (peer relationship and teachers’ ability to motivate) and perceived academic performance, and a third specific aspect (teachers’ expectations) has a direct relationship with perceived academic performance. These findings highlight the importance of attending to variables specific to the context in which the subject interacts, with the role of the teacher being especially important, in addition to promoting the development of resilience, due to the weight it has on the perception that students have about their school performance.

scholarly journals Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico

2012 ◽  
Vol 20 ◽  
pp. 18 ◽  
Author(s):  
F. Javier Murillo ◽  
Cynthia Martinez-Garrido
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Language Learning ◽  
Primary Education ◽  
Multilevel Model ◽  
Information Sources ◽  
Standardized Test ◽  
Classroom Teachers ◽  
Teachers And Students ◽  
The Relationship

School climate describe the environment that affects the behavior of teachers and students at the classroom. Elements of the school climate such as the building and its arrangements reflect the children, their needs, and their educational accomplishments. Some of these elements, however, have not received much attention in studies about the academic performance in Primary Education. This paper describes the relationship between environmental conditions in the classroom (e.g., lighting, isolation, order, cleanliness,…) and the academic performance of the students. This study analyses 248 Primary Education classrooms from nine countries of Iberoamerica using a 4-level Multilevel Model. The following information sources were used in this study: i) Classroom guide observation completed by researcher. ii) Standardized test to Math and Language learning. iii) Questionnaire to classroom teachers, pupils and their families. The results of this study highlight the strong influence of the order and cleanliness on the academic performance of the students.

School Climate and Academic Performance

2020 ◽  
Author(s):  
Siti Noor Ismail ◽  
Faizahani Abd. Rahman ◽  
Aizan Yaacob
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Teaching And Learning ◽  
Climate Model ◽  
Learning Activities ◽  
System Structure ◽  
Effective School ◽  
Effective Organization ◽  
The 1960S ◽  
Effective Teaching And Learning

Definitions of school climate have been interpreted in various ways by scholars since the 1960s. They have been closely associated with achievement, quality control, and school management, among many others that denote characteristics of highly effective organization. It has long been recognized and acknowledged by administrators of the organization, practitioners, psychologists, motivators, and educators that a healthy school climate promotes a positive attitude and openness that will thus create a learning environment that motivates and encourages effective teaching and learning activities; increases teachers’ job satisfaction; and, finally enhances students’ academic performance. The school climate model that determines the characteristics of an effective school climate encompasses four main factors: culture (assumptions, values, norms, beliefs), ecology (structure and facilities), humanity structure and system (instructions, administration, decision making, planning structure), and social system (structure element). Definitions derived from past literature and criticisms as well as arguments against what constitute healthy school climate are presented in this article. A clear set of goals and transparent definitions of the concept are recommended so as to ensure that both school and the other elements in the school body can work synchronously to achieve the same goal, which is providing a positive and healthy school climate.

scholarly journals Mediation Effect of Perception about School Climate on the Relationship Between Students’ Achievement Motivation and Academic Performance

2021 ◽  
Author(s):  
Jinping Li ◽  
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Achievement Motivation ◽  
Significant Negative Correlation ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Learning Goals ◽  
School Students ◽  
Teacher Student ◽  
The Relationship

The purpose of this study is to explore the mediating effect of school climate perception on the relation between achievement motivation (including SOAM and IOAM) and academic performance. 324 valid questionnaires from middle school students were used to analyze. Correlation analysis results show that there is a significant negative correlation between academic performance and SOAM, but academic performance positively correlated with IOAM. Furthermore, the perception of study pressure, school order and discipline are negatively correlated with academic performance, while the perception of teacher-student relationship, classmate relationship and the development of diversity are positively correlated with academic performance. Mediation analysis show that there is a partial mediating effect of the study pressure perception on the relationship between SOAM, IOAM and academic performance. Findings from this study suggest that school education should guide students to clarify their learning goals and reduce external study pressure, which helps to promote their academic performance.

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