Influential Domains of School Climate Fostering Resilience in High Achieving Schools

Autor/inn/en	Ebbert, Ashley M.; Luthar, Suniya S.
Titel	Influential Domains of School Climate Fostering Resilience in High Achieving Schools
Quelle	In: International Journal of School & Educational Psychology, 9 (2021) 4, S.305-317 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luthar, Suniya S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2021.1898501
Schlagwörter	Resilience (Psychology); High Achievement; Educational Environment; At Risk Students; Public Schools; Private Schools; Boarding Schools; Parent Child Relationship; Geographic Regions; Institutional Characteristics; Adolescents; Bullying; Student Attitudes; Teacher Student Relationship; Caring; Student Diversity; Stress Variables; Mental Health; School Safety; High School Students; Student Behavior; Attachment Behavior; Gender Differences; Sleep; Depression (Psychology); Anxiety; Homework; Inventory of Parent and Peer Attachment + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Public school; Öffentliche Schule; Private school; Privatschule; Boarding school; Internat; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mobbing; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Psychohygiene; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Attachment; Bindungsverhalten; Geschlechterkonflikt; Schlaf; Angst; Hausaufgabe
Abstract	This study examined the strength of associations between multiple aspects of school climate and adjustment outcomes among a group recently identified as being at risk: youth attending high-achieving schools (HAS). Using three diverse high schools as samples (n = 2,508, 49% female) -- one boarding, one private, and one public school -- links with school climate dimensions were examined separately for boys and girls. Importantly, using multivariate analyses, salient aspects of parent-child relationships known to be significant for adolescent adjustment were first considered. Thus, analyses provided relatively stringent tests of potentially unique effects of individual school climate dimensions. Findings showed that (1) consistent differences existed across schools by region and type and (2) links between school climate dimensions and adolescent adjustment were robust after considering the quality of parent-child relationships. Among the different dimensions of school climate, negative aspects of school climate -- feeling alienated by teachers and perceived tolerance of bullying -- were most consistently linked to symptoms. Conversely, positive school climate indices, including having a caring adult at school and respect for diversity, were most consistently linked to positive adjustment outcomes. Findings are discussed in terms of the importance of school climate dimensions for adjustment among HAS youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01