Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

Autor/inn/en	Cornell, Dewey; Shukla, Kathan; Konold, Timothy R.
Titel	Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools
Quelle	In: AERA Open, 2 (2016) 2, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Educational Environment; Academic Achievement; Learner Engagement; Grades (Scholastic); Academic Aspiration; Middle School Students; High School Students; Public Schools; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Hierarchical Linear Modeling; Student Surveys; Virginia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Notenspiegel; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Public school; Öffentliche Schule; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Schülerbefragung
Abstract	This study tested the theory that an authoritative school climate characterized by disciplinary structure and student support is conducive to positive academic outcomes for middle and high school students. Multilevel multivariate modeling at student and school levels was conducted using school surveys completed by statewide samples of 39,364 students in Grades 7 and 8 in 423 middle schools and 48,027 students in Grades 9 through 12 in 323 high schools. Consistent with authoritative school climate theory, both higher disciplinary structure and student support were associated with higher student engagement in school, higher course grades, and higher educational aspirations at the student level in both samples. At the school level, higher disciplinary structure was associated with higher engagement, and higher student support was associated with higher engagement and grades in both samples. Overall, these findings add new evidence that an authoritative school climate is conducive to student academic success in middle and high schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01