The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents

Autor/inn/en	Jia, Yueming; Way, Niobe; Ling, Guangming; Yoshikawa, Hirokazu; Chen, Xinyin; Hughes, Diane; Ke, Xiaoyan; Lu, Zuhong
Titel	The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents
Quelle	In: Child Development, 80 (2009) 5, S.1514-1530 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2009.01348.x
Schlagwörter	Middle School Students; Student Attitudes; Grade Point Average; Adolescents; Foreign Countries; Depression (Psychology); Educational Environment; Student Adjustment; Teacher Student Relationship; Peer Relationship; Self Esteem; Symptoms (Individual Disorders); Personal Autonomy; China; New York + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Adjustment; Studentin; Adaptation; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Self-esteem; Selbstaufmerksamkeit; Psychiatrische Symptomatik; Individuelle Autonomie
Abstract	This study explored students' perceptions of 3 dimensions of school climate (teacher support, student-student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student-student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student-student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10