Relations between Student Perceptions of Their School Environment and Academic Achievement

Autor/inn/en	Gietz, Carmen; McIntosh, Kent
Titel	Relations between Student Perceptions of Their School Environment and Academic Achievement
Quelle	In: Canadian Journal of School Psychology, 29 (2014) 3, S.161-176 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573514540415
Schlagwörter	Foreign Countries; Student Attitudes; Educational Environment; School Safety; Bullying; Student Behavior; Expectation; Academic Achievement; Correlation; Elementary School Students; Middle School Students; Student Surveys; Multiple Regression Analysis; Poverty; School Districts; Behavior Modification; Positive Reinforcement; Reading Achievement; Mathematics Achievement; Predictor Variables; Grade 4; Grade 7; Reading Comprehension; Numeracy; Canada + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mobbing; Student behaviour; Expectancy; Erwartung; Schulleistung; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Armut; School district; Schulbezirk; Behaviour modification; Verhaltensänderung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Leseverstehen; Rechenkompetenz; Kanada
Abstract	This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a provincewide achievement test and student satisfaction survey in Canada. Hierarchical multiple regression analyses were conducted to determine the amount of variance in student achievement explained by student perceptions of the school environment when controlling for school-level poverty and accounting for nesting by district. Results showed that perceptions of the school environment were significantly associated with academic success, above and beyond effects of school-level poverty and district. These results are discussed with regard to critical targets for enhancing the school environment to maximize academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10