The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study ( N = 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socio-economic status, and school identification. In line with predictions, school identification fully mediated the relationship between school climate and academic achievement in numeracy and writing, but not reading. The research highlights the importance of feeling psychologically connected to the school as a group for academic success.

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Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students

Education and Urban Society ◽

10.1177/0013124517719972 ◽

2017 ◽

Vol 51 (3) ◽

pp. 374-394 ◽

Cited By ~ 1

Author(s):

Perry J. Bell ◽

Gwyne W. White ◽

Danielle R. Hatchimonji ◽

Cesalie T. Stepney ◽

Arielle V. Linsky ◽

...

Keyword(s):

Middle School ◽

Academic Achievement ◽

School Climate ◽

Language Arts ◽

Low Income ◽

Latino Students ◽

Full Potential ◽

Indirect Pathway ◽

Normative Expectations ◽

The Impact

Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables ( R2 = .299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately .6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations ( b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.

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Veterans in Higher Education: The Impact of Hope, Social Support, and Stress on Academic Achievement

PsycEXTRA Dataset ◽

10.1037/e645712012-001 ◽

2012 ◽

Author(s):

David A. Shwalb ◽

Joseph A. Johnston ◽

Matthew P. Martens

Keyword(s):

Higher Education ◽

Social Support ◽

Academic Achievement ◽

The Impact

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Authoritative school climate, number of parents at home, and academic achievement.

School Psychology Quarterly ◽

10.1037/spq0000182 ◽

2017 ◽

Vol 32 (4) ◽

pp. 480-496 ◽

Cited By ~ 4

Author(s):

Francis L. Huang ◽

Katie Eklund ◽

Dewey G. Cornell

Keyword(s):

Academic Achievement ◽

School Climate ◽

At Home

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The Impact of Universal Positive Behavior Support on Student Adaptive Behavior and School Climate in an Alternative School

Journal of Emotional & Behavioral Disorders ◽

10.33770/jebd.35.1.11 ◽

2019 ◽

Vol 35 (1) ◽

pp. 230-250

Author(s):

Eun Sook Lim ◽

Eun Hee Paik

Keyword(s):

School Climate ◽

Positive Behavior Support ◽

Adaptive Behavior ◽

Alternative School ◽

Positive Behavior ◽

Behavior Support ◽

The Impact

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Students’ Management to Increase the Character and Achievement in MAN 2 Banjarnegara

International Conference of Moslem Society ◽

10.24090/icms.2018.1855 ◽

2018 ◽

Vol 2 ◽

Author(s):

Sidik Wibowo Akhmad

Keyword(s):

Academic Achievement ◽

Extracurricular Activities ◽

Selection Process ◽

Skill Test ◽

Spare Time ◽

New Students ◽

Strong Motivation ◽

Character Building ◽

The Impact ◽

Enrollment Process

The purpose of this study was to describe the students’ management in increasing the character and achievement in MAN 2 Banjarnegara including: (1) the enrollment process of new students, (2) guiding students through discipline, noble character building, academic and non-academic achievement, and (3) the impact of character building and the achievement for students MAN 2 Banjarnegara. This research implemented descriptive qualitative approach. The data collection techniques were in-depth interview, observation, and documentation study. The validity of the data used three criteria; namely credibility, dependability, and conformability. The findings of this study were: The first, the enrollment process of the new students was made a breakthrough during the registration of academic and non-academic achievement of scholarships, the selection process was conducted through the value of official learning reports, certificate of championship/achievement, academic potential test and non-academic, and also the skill test. For the students who passed the selection process were supposed to sign the achievement contract during the learning process at MAN 2 Banjarnegara. The second, the character building was done by the concept of habituation and activities program that were integrated in curricular and extracurricular activities. The third, students who joined the academic and non-academic achievement programs at MAN 2 Banjarnegara had strong motivation, spirit of competition to achieve higher achievement and more focus on self-development and they could anticipate the usage of spare time for positive things/activities.

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Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v5i1.p199-206 ◽

2015 ◽

Vol 5 (1) ◽

pp. 199 ◽

Cited By ~ 1

Author(s):

Asma'a Abdel Fattah Alhoot ◽

Ssekamanya Sıraje Abdallah

Keyword(s):

Academic Achievement ◽

Relevant Literature ◽

Self Esteem ◽

Kuala Lumpur ◽

Arab Children ◽

Predicting Factors ◽

Two Factors ◽

Arab Schools ◽

And Gender ◽

The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

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