Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel

2015 ◽  
Vol 117 (7) ◽  
pp. 1-34
Author(s):  
Ruth Berkowitz ◽  
Hagit Glickman ◽  
Rami Benbenishty ◽  
Elisheva Ben-Artzi ◽  
Tal Raz ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
School Climate ◽  
Student Perceptions ◽  
Hierarchical Linear Modeling ◽  
Large Scale ◽  
School Level ◽  
Academic Achievements ◽  
The Relationship ◽  
School Ses

Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and achievement. Specifically, the study tested whether school climate has an additive contribution to academics beyond students’ and schools’ SES (compensation model), whether the school's SES influences its social climate, which in turn influences academic achievement (mediation model); or whether the relationship between SES and academics changes across schools with different climates (moderation model). Research Design Secondary analysis of a large-scale, nationally representative sample of fifth- and eighth-grade Hebrew-speaking students in public schools in Israel (N = 53,946). Data Analysis Hierarchical linear modeling (HLM) was used to examine models with variables both on the student and the school levels. Linear regressions were used to examine student level and school level only models. Results School climate had an additive compensation contribution to academic achievements, both on the student and the school levels. School climate moderated the relationship between students’ SES and academic achievements. However, findings did not support the hypothesis that school climate mediated the relationship between SES background and academic achievement, both at the student and school levels. Conclusions School climate plays an important role in accounting for achievements, beyond students’ and schools’ SES. Results highlight the need to improve school climate, especially in schools serving communities of low SES, to enhance social mobility and equality of opportunity.

Multilevel analysis of the relationship between school-level variables and student achievement

2019 ◽  
Vol 48 (4) ◽  
pp. 762-780 ◽  
Author(s):  
Yusuf Ikbal Oldac ◽  
Yasar Kondakci
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Hierarchical Linear Modeling ◽  
Teacher Collaboration ◽  
Academic Optimism ◽  
Two Dimensions ◽  
School Level ◽  
Data Set ◽  
Achievement Data ◽  
The Relationship

The purpose of this study was to investigate the relationship between student achievement and a set of school-level variables, including distributed leadership, academic optimism, teacher collaboration and enabling school structure. The study was designed as correlational research. A Hierarchical Linear Modeling (HLM) analysis was conducted with a data set collected from 23,053 students and 426 teachers from 40 randomly selected public schools in Turkey. The data were collected using previously developed scales and student achievement data from the Ministry of National Education. HLM results revealed that two dimensions of academic optimism – namely collective efficacy and trust in clients – and hindering bureaucracy significantly predicted between-school differences in student achievement. The tested HLM model explained 60% of the variation in student achievement across schools. The results revealed that student achievement is shaped by school-level variables that are tied to the structural and functional characteristics of schools in Turkey. However, these school characteristics are rooted in the societal structures and cultural characteristics of the country. Hence, it is concluded that a reinterpretation of common school-level variables used to predict student achievement in the contexts of different countries is necessary.

scholarly journals Spatial variations of school-level determinants of reading achievement in Italy

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Chiara Sacco ◽  
Patrizia Falzetti
Keyword(s):  
Academic Achievement ◽  
Large Scale ◽  
Educational Achievement ◽  
School Level ◽  
Spatial Disparities ◽  
8Th Grade ◽  
New Perspective ◽  
The Impact ◽  
The Relationship ◽  
North And South

AbstractThe study of the territorial difference in educational achievement is a widely debated topic, in particular in Italy for the presence of the well-known strong regional disparities. National and international large scale assessments confirmed that the main characteristic of the Italian school system is the geographical cleavage between North and South. Policymakers have pressing needs to find solutions to reduce geographical disparities. In this study, we investigate the spatial disparities of academic achievement from a new perspective, assuming that the relationship between academic achievement and predictors varies across Italy. Our aim is to examine the extent of the spatial disparities in the relationship between academic achievement and some school-level factors related to inequalities in educational outcomes, moving beyond the regional administrative confines, in order to identify new spatial patterns. We exploited the reading standardized tests administered by INVALSI in 2018–2019 focusing on the 8th-grade students. Crucial to our contribution is the use of the geographically weighted regression and the k-mean clustering, which allows studying the spatial variability of the impact of the school-level factors on academic achievement and to gather schools in new spatial clusters. The findings of this paper demonstrate the necessity to design a more specific education policy and support the identification of the main critical factors for different geographical areas.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

The relationship between extracurricular music activity participation and music and Chinese language academic achievements of primary school students in China

2021 ◽  
pp. 030573562110276
Author(s):  
Hui Guo ◽  
Wen Yuan ◽  
C Victor Fung ◽  
Fumei Chen ◽  
Yanfang Li
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Fourth Graders ◽  
Chinese Language ◽  
Activity Participation ◽  
Primary School Students ◽  
School Students ◽  
Family Socioeconomic Status ◽  
Academic Achievements ◽  
The Relationship

In this study, we explored the relationship between extracurricular (formal and informal) music activity participation and music and Chinese language academic achievements of primary school students in China. Fourth graders ( N = 10,958) reported their demographic information and extracurricular music activity participation, and completed two standardized academic achievement tests, one on music and another on the Chinese language. Results showed that students’ music activity participation was related to higher music academic achievement after controlling for gender, school location, and family socioeconomic status. The effect of students’ informal music activity participation on their music academic achievements was greater than that of students’ formal music activity participation. Remarkably, students’ informal music activity participation was also positively related to their Chinese language academic achievement, while formal music activity participation showed a negative correlation with academic achievement in Chinese language. Findings contributed to an increased understanding of the influence of different kinds of extracurricular music activities on students’ academic developments.

scholarly journals THE IMPACT OF POSITIVE SCHOOL EXPERIENCES AND SCHOOL SES ON DEPRESSIVE SYMPTOMS IN CHINESE CHILDREN: A MULTILEVEL INVESTIGATION

2017 ◽  
Vol 8 (2) ◽  
pp. 37
Author(s):  
Yang Yue
Keyword(s):  
Depressive Symptoms ◽  
Hierarchical Linear Modeling ◽  
Teacher Support ◽  
Primary Schools ◽  
School Connectedness ◽  
School Experiences ◽  
School Level ◽  
The Impact ◽  
Youth Depressive Symptoms ◽  
School Ses

The current study investigates the effects of teacher support, school connectedness, and school socioeconomic status (SES) on youth depressive symptoms. Data were collected from a sample of 881 students in Grade 6 from 10 primary schools in Northwest China. Hierarchical linear modeling indicated that higher levels of teacher support, school connectedness, and school SES were significantly associated with fewer depressive symptoms. Further, the relationships between school-level SES and youth depressive symptoms varied by the participant’s perceived level of teacher support and perceived level of school connectedness. These findings underscore the importance of positive school experiences on child psychological outcomes. Implications for future research on Chinese youth are discussed.

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

scholarly journals Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

2021 ◽  
Vol 12 ◽  
Author(s):  
Yves Karlen ◽  
Carmen Nadja Hirt ◽  
Alina Liska ◽  
Ferdinand Stebner
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Adaptive Learning ◽  
School Level ◽  
Self Regulated Learning ◽  
Academic Achievements ◽  
Academic Track ◽  
Regulated Learning ◽  
Deliberate Strategy ◽  
Indirect Relationship

Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements. As covariates, we included gender, age, and academic track. We surveyed 244 students (46.3% female) from the lower secondary school level with a mean age of 14.57 years. The results revealed that mindsets about SRL support more adaptive learning emotions (i.e., higher enjoyment and lower boredom) and positively relate to students' strategy knowledge. The students' self-concepts about SRL are positively related to their enjoyment and academic achievements. Gender-specific differences between the students revealed a disadvantage for the boys, who had lower self-concepts about SRL, lower strategy knowledge, and lower academic achievements in comparison to the girls. Furthermore, the study also revealed that students in the lower academic track adhered more to a fixed mindset about SRL and had lower strategy knowledge than their peers in the higher academic track. Finally, we found an indirect relationship between mindset about SRL and academic achievement via self-concepts about SRL. Overall, our results emphasize the importance of students' mindsets and self-concepts about SRL for their learning and academic achievements.

scholarly journals INSTRUCTIONAL LEADERSHIP OF SCHOOL LEADERS AND ITS RELATIONSHIP TO THE SCHOOL CLIMATE

2021 ◽  
Vol 6 (40) ◽  
pp. 253-263
Author(s):  
Mohd Akhmarudi Mohd Yusoff ◽  
Siti Noor Ismail
Keyword(s):  
School Climate ◽  
Instructional Leadership ◽  
Learning Environment ◽  
Rating Scale ◽  
School Leaders ◽  
Pearson Correlation ◽  
School Level ◽  
Measuring Instruments ◽  
Effective Learning ◽  
The Relationship

The leadership factor of a school is important in creating a conducive school climate to provide an effective learning environment. This study was conducted to identify the relationship between instructional leadership and school climate in Medium Performing Secondary Schools in the State of Kelantan. A total of 355 (L = 137, P = 218) respondents were involved in this study from 18 schools involved. Two (2) types of instruments were used to obtain research data, namely the Principal Instructional Management Rating Scale instrument by Hallinger and Murphy (1985) and the School-Level Environment Questionnaire (SLEQ) instrument by Johnson, Stevens, and Zvoch (2007). Both of these measuring instruments use a seven-point interval scale. The data were then analyzed using Statistical Package of Social Science (SPSS) version 25 which involved Pearson correlation analysis. The findings of the study showed that there was a very strong positive relationship, and this value was significant (r = .90, p <.01) for the relationship between the instructional leadership of school administrators with the level of school climate. The findings of this study can be used by school leaders as a guide in evaluating the aspects of leadership that they have practiced over the years to form a positive school climate that can provide an effective learning environment. In addition, the findings of this study can also be a basic reference to improve various instructional leadership skills such as sharing vision, values, duties, and responsibilities of organizations that have a very strong relationship with school climate to create a conducive and effective school climate in improving school excellence.

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