Differences in School Climate and Student Engagement in China and the United States

Autor/inn/en	Bear, George G.; Yang, Chunyan; Chen, Dandan; He, Xianyou; Xie, Jia-Shu; Huang, Xishan
Titel	Differences in School Climate and Student Engagement in China and the United States
Quelle	In: School Psychology Quarterly, 33 (2018) 2, S.323-335 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000247
Schlagwörter	Foreign Countries; Comparative Education; Educational Environment; Learner Engagement; Student Attitudes; Factor Analysis; Factor Structure; Student Surveys; Hierarchical Linear Modeling; Elementary School Students; Middle School Students; High School Students; Hypothesis Testing; Statistical Analysis; China; United States + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Faktorenanalyse; Faktorenstruktur; Schülerbefragung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Hypothesenprüfung; Hypothesentest; Statistische Analyse; USA
Abstract	Objective: The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement. Method: Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two measures administered: The Delaware School Climate Survey-Student and the Delaware Student Engagement Scale. Differences in latent means were tested, and differences in relations between variables were examined using multilevel hierarchical linear modeling. Participants consisted of 3,176 Chinese and 4,085 American students, Grades 3-5, 7-8, and 10-12. Results: Chinese students perceived school climate more favorably than American students, particularly beyond elementary school. Findings were more complex for student engagement. In elementary school, American students reported greater cognitive--behavioral and emotional engagement, and especially the former. In middle school and high school, Chinese students reported greater emotional engagement; however, no significant differences were found for cognitive-behavioral engagement. Most intriguing were results of multilevel hierarchical modeling that examined associations between school climate and student engagement: They were significant in American schools but not Chinese schools. Conclusion: Chinese students, compared with American students, perceived the climate of their schools more favorably, especially after elementary school. However, among Chinese students, their perceptions of school climate were unrelated to their self-reported engagement in school--school climate did not seem to matter as much. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01