Reconceptualizing the Debate on School Climate and Students' Academic Motivation and Achievement: A Multilevel Analysis.

Autor/inn/en	Gregoire, Michele; Algina, James
Titel	Reconceptualizing the Debate on School Climate and Students' Academic Motivation and Achievement: A Multilevel Analysis.
Quelle	(2000), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Junior High School Students; Junior High Schools; Locus of Control; Longitudinal Studies; Mathematics Achievement; National Surveys; Student Motivation + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation
Abstract	Theory on parenting styles was used as a theoretical framework to examine the relationship of aspects of school climate to the mathematics achievement, academic engagement, and locus of control orientation of eighth graders. Student and school data were drawn from the National Educational Longitudinal Study of 1988 for 19,435 students and 997 schools. Hierarchical linear modeling techniques were used to examine the relationship between students' and administrators' perceptions of school climate and students' achievement, engagement, and control orientation. With students' individual background characteristics as well as aggregated socioeconomic status of the schools controlled, authoritarian school climates were associated with lower academic engagement and control perceptions for eighth graders, as well as more differentiating effects of prior grades on their mathematics achievement, a greater gender gap in academic engagement, and increased differentiating of students' socioeconomic status on their mathematics achievement and perceptions of control. Authoritative schools, on the other hand, were not associated with either beneficial or detrimental outcomes for students; however, this component was created from administrators' reports that were less predictive of student outcomes than were students' report. Findings for authoritarian schools are comparable to results documented in the parenting styles literature. Implications for policy and practice are discussed, as are suggestions for further research. Three appendixes contain factor loadings and item descriptors from the principal components analysis, a description of variables used in the analysis, and a description of the hierarchical models used in the analysis. (Contains 6 tables and 57 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC