Should Schools Be Optimistic? An Investigation of the Association between Academic Optimism of Schools and Student Achievement in Primary Education

Autor/inn/en	Boonen, Tinneke; Pinxten, Maarten; Van Damme, Jan; Onghena, Patrick
Titel	Should Schools Be Optimistic? An Investigation of the Association between Academic Optimism of Schools and Student Achievement in Primary Education
Quelle	In: Educational Research and Evaluation, 20 (2014) 1, S.3-24 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2013.860037
Schlagwörter	Academic Achievement; Factor Analysis; Grade 5; Foreign Countries; Structural Equation Models; Trust (Psychology); Institutional Characteristics; Mathematics Achievement; Reading Comprehension; Socioeconomic Status; Correlation; Elementary School Students; Elementary School Teachers; School Effectiveness; Statistical Analysis; Belgium + Suchen Sie Ihr Suchwort? Schulleistung; Faktorenanalyse; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseverstehen; Socio-economic status; Sozioökonomischer Status; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schuleffizienz; Statistische Analyse; Belgien
Abstract	Academic emphasis, collective efficacy, and faculty trust in students and parents (3 school characteristics positively associated with student achievement) are assumed to form a higher order latent construct, "academic optimism" (Hoy, Tarter, & Woolfolk Hoy, 2006a, 2006b). The aim of the present study is to corroborate the latent factor structure of academic optimism and to investigate its association with student achievement in Flanders while taking the hierarchical structure of the data into account. Data from 1,375 staff members and 3,538 fifth-grade students within 117 schools were analysed using multilevel confirmatory factor analysis and multilevel structural equation modelling. The results indicated that all three school characteristics make up one latent school construct, "academic optimism". Academic optimism was found to be positively associated with student achievement in mathematics and reading comprehension. School mean socioeconomic status and school mean prior achievement are mainly indirectly associated with student achievement through academic optimism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10