The Relationship between School Climate and Students' Mathematics Achievement Gaps in Shanghai China: Evidence from PISA 2012

Autor/in	Teng, Yuan
Titel	The Relationship between School Climate and Students' Mathematics Achievement Gaps in Shanghai China: Evidence from PISA 2012
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 3, S.356-372 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teng, Yuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1682516
Schlagwörter	Educational Environment; Teacher Morale; Teacher Student Relationship; Achievement Gap; Correlation; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Mathematics Tests; Mathematics Achievement; Discipline Policy; Student Behavior; Family Characteristics; Underachievement; Low Achievement; Role; Institutional Characteristics; China (Shanghai); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Disziplinarmaßnahme; Student behaviour; Schülerverhalten; Performance deficiency; Leistungsschwäche; Unterdurchschnittliche Leistung; Rollen
Abstract	This study explores the effects of school climate on the disparities in students' mathematics achievement, drawing on data from the Programme for International Student Assessment (PISA) 2012 for Shanghai, China. The results of a two-level linear model and quantile regression indicate that three dimensions of school climate (student--teacher relations, disciplinary climate and students' behaviour) compensate for the effect of family background on students' mathematics performance, and that student--teacher relations and teacher morale can moderate the effect of family background on mathematics achievement for underachieving students and for low-performing schools, respectively. This shows the protective role of school climate in the relationship between family background and students' mathematics performance. School climate has a more significant effect in low- and average-performing schools, and for medium-level students and underachievers, compared with high-performing schools and top students, indicating the potential of school climate in narrowing achievement gaps among schools and students. Furthermore, a negative disciplinary climate is the key factor explaining the under-performance of low-performing schools and underachieving students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01