Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito


N. 1 (2022)

Perception of school climate, academic performance and risk behaviors in adolescence

11 febbraio 2021


Previous studies support the relevance of students’ perception of positive and negative school climate to learning processes and adolescents’ adjustment. School climate is affected by both the interactions that are established within the classroom, and by the teachers’ behaviors. This study has the overall objective of investigating the relationship between the perception of positive and negative school climate and students’ (mal)adjustment during adolescence. Participants were 105 Italian adolescents (52.5% boys, mean age = 15.56,SD = .77) who responded for 15 consecutive days (ecological momentary assessment) to questions related to their perception of positive and negative school climate (Time 1). After one year (Time 2), students’ academic performance reported by mothers and fathers and adolescents’ self-reported propensity to engage in risk behaviors were examined. Four hierarchical regression models were implemented considering the mean and the instability levels (RMSSD) of the perception of positive and negative school climate as independent variables and, respectively, academic performance and risk behaviors as dependent variables. Results suggest that a higher perception of positive school climate and its instability predict higher academic performance one year later, while a higher perception of negative school climate and its instability predict higher risk behaviors. This study provides an innovative perspective to reflect on the relationship between students’ perceptions of school climate and adolescents’ (mal)adjustment.

Riferimenti bibliografici

  1. Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4-18 and 1991 profile. University of Vermont, Department of Psychiatry.
  2. Andersson, B. E., & Strander, K. (2004). Perceptions of school and future adjustment to life: A longitudinal study between the ages of 18 and 25. Scandinavian Journal of Educational Research, 48(5), 459-476. DOI: 10.1080/003138042000272122.
  3. Astor, R. A., Benbenishty, R., Zeira, A., & Vinokur, A. (2002). School climate, observed risky behaviors, and victimization as predictors of high school students’ fear and judgments of school violence as a problem. Health Education & Behavior, 29(6), 716-736. DOI: 10.1177/109019802237940.
  4. Battistich, V., Solomon, D., Kim, D. I., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658. DOI: 10.3102/00028312032003627.
  5. Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. DOI: 10.3102/0034654316669821.
  6. Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 62(7), 16-19.
  7. Boncori, G. (2018). Rendimento scolastico-accademico: Valutazione e promozione. Edizioni Nuova Cultura.
  8. Catalano, M. G., Perucchini, P., & Vecchio, G. M. (2014). The quality of teachers’ educational practices: Internal validity and applications of a new selfevaluation questionnaire. Procedia-Social and Behavioral Sciences, 141, 459-464. DOI: 10.1016/j.sbspro.2014.05.080.
  9. Cauffman, E., Shulman, E. P., Steinberg, L., Claus, E., Banich, M. T., Graham, S., & Woolard, J. (2010). Age differences in affective decision making as indexed by performance on the Iowa Gambling Task. Developmental Psychology, 46(1), 193-207. DOI: 10.1037/a0016128.
  10. Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social-emotional learning. Psychology in the Schools, 48(10), 1034-1048. DOI: 10.1002/pits.20611.
  11. Corville-Smith, J., Ryan, B. A., Adams, G. R., & Dalicandro, T. (1998). Distinguishing absentee students from regular attenders: The combined influence of personal, family, and school factors. Journal of Youth and Adolescence, 27(5), 629-640.
  12. Crosnoe, R., Johnson, M. K., & Elder Jr, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77(1), 60-81. DOI: 10.1177/003804070407700103.
  13. Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16-29.
  14. Di Vita, A. (2017). Orientare nella scuola alla scelta formativo-professionale post-diploma con la metodologia.
  15. Ebner-Priemer, U. W., & Trull, T. J. (2012). Investigating temporal instability in psychological variables: Understanding the real world as time dependent. In M. R. Mehl & T. S. Conner (Eds.), Handbook of research methods for studying daily life (pp. 423-439). The Guilford Press.
  16. Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395-413. DOI: 10.1016/S0022-4405(02)00108-5.
  17. Hendron, M., & Kearney, C. A. (2016). School climate and student absenteeism and internalizing and externalizing behavioral problems. Children & Schools, 38(2), 109-116. DOI: 10.1093/cs/cdw009.
  18. Henry, K. L., & Huizinga, D. H. (2007). School-related risk and protective factors associated with truancy among urban youth placed at risk. The Journal of Primary Prevention, 28(6), 505-519. DOI: 10.1007/s10935-007-0115-7.
  19. Istituto Italiano di Statistica [Italian Institute of Statistics] ISTAT (2007) Annuario statistico italiano [Italian yearbook of statistics]. Rome: ISTAT.
  20. Jensen, M., George, M. J., Russell, M. R., & Odgers, C. L. (2019). Young adolescents’ digital technology use and mental health symptoms: Little evidence of longitudinal or daily linkages. Clinical Psychological Science, 7(6), 1416-1433.
  21. Kwong, D., & Davis, J. R. (2015). School climate for academic success: A multilevel analysis of school climate and student outcomes. Journal of Research in Education, 25(2), 68-81.
  22. Loukas, A. (2007). What is school climate. Leadership Compass, 5(1), 1-3.
  23. Moos, R. H., & Moos, B. S. (1978). Classroom social climate and student absences and grades. Journal of Educational Psychology, 70(2), 263-269. DOI: 10.1037/0022-0663.70.2.263.
  24. Moos, R. H., & Trickett, E. J. (1987). Classroom environment scale: Manual. Palo Alto, CA: Consulting Psychologists Press.
  25. O’Malley, M., Voight, A., Renshaw, T. L., & Eklund, K. (2015). School climate, family structure, and academic achievement: A study of moderation effects. School Psychology Quarterly, 30(1), 14-2157. DOI: 10.1037/spq0000076.
  26. Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychology International, 38(1), 78-97. DOI: 10.1177/0143034316682295.
  27. Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school-and individuallevel factors on academic achievement. Education and Urban Society, 40(2), 179-204. DOI: 10.1177/0013124507304167.
  28. Vieno, A., Perkins, D. D., Smith, T. M., & Santinello, M. (2005). Democratic school climate and sense of community in school: A multilevel analysis. American Journal of Community Psychology, 36(3-4), 327-341. DOI: 10.1007/s10464-005-8629-8.
  29. Wen, W., He, Y., Rajbhandari, S., Zhang, M., Wang, W., Liu, F., & Li, H. (2017). Learning intrinsic sparse structures within long short-term memory. Arrive preprint arXiv:1709.05027.


Caricamento metriche ...