Authoritative School Climate, Number of Parents at Home, and Academic Achievement

Autor/inn/en	Huang, Francis L.; Eklund, Katie; Cornell, Dewey G.
Titel	Authoritative School Climate, Number of Parents at Home, and Academic Achievement
Quelle	In: School Psychology Quarterly, 32 (2017) 4, S.480-496 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000182
Schlagwörter	Educational Environment; Academic Achievement; Hypothesis Testing; Family Structure; One Parent Family; Middle School Students; Grade Point Average; Family Influence; Expectation; Correlation; Parents; Student Surveys; Discipline; Student Needs; Likert Scales; Socioeconomic Status; Statistical Analysis; Regression (Statistics); Virginia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Hypothesenprüfung; Hypothesentest; Familienkonstellation; Familiensystem; Single parent family; Ein-Eltern-Familie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Expectancy; Erwartung; Korrelation; Eltern; Schülerbefragung; Disziplin; Likert-Skala; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Regression; Regressionsanalyse
Abstract	School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01