A Longitudinal Study of School Climate: Reciprocal Effects with Student Engagement and Burnout

Autor/in	Grazia, Valentina
Titel	A Longitudinal Study of School Climate: Reciprocal Effects with Student Engagement and Burnout
Quelle	In: Psychology in the Schools, 59 (2022) 8, S.1521-1537 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grazia, Valentina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22691
Schlagwörter	Longitudinal Studies; Burnout; Educational Environment; Symptoms (Individual Disorders); Grade 6; Grade 7; Student Attitudes; Attitude Change; Learner Engagement; Middle School Students; Prediction; Foreign Countries; Correlation; Italy + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Psychiatrische Symptomatik; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schülerverhalten; Attitudinal change; Einstellungsänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Vorhersage; Ausland; Korrelation; Italien
Abstract	The literature on school climate, albeit vast, is limited by a scarcity of longitudinal research. This two-wave longitudinal study aims to bridge this gap by (a) assessing, over two school years, the changes in students' perceptions of several dimensions of school climate and (b) exploring the reciprocal longitudinal effects of student perceptions of school climate and multiple dimensions of engagement and burnout. The study was conducted with a sample of 243 Italian middle school students (Wave 1: sixth grade, M[subscript age] = 11.68; Wave 2: seventh grade, M[subscript age] = 12.64; 51.7% girls). Analyses of variance showed, in the second school year, a decrease in students' satisfaction with various school climate dimensions. With a latent cross-lagged model, better school climate perceptions were found to predict higher emotional engagement and lower symptoms of burned-out exhaustion a year later. The practical implications of these findings are considered in the discussion and conclusion. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01