Reciprocal Relationships between Perceived Supportive School Climate and Self-Reported Truancy: A Longitudinal Study from Grade 6 to Grade 9

Autor/inn/en	Virtanen, Tuomo; Pelkonen, Jenni; Kiuru, Noona
Titel	Reciprocal Relationships between Perceived Supportive School Climate and Self-Reported Truancy: A Longitudinal Study from Grade 6 to Grade 9
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 4, S.521-535 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Virtanen, Tuomo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2042731
Schlagwörter	Foreign Countries; Educational Environment; Truancy; Correlation; Grade 6; Grade 9; Student Attitudes; Attendance; Elementary Secondary Education; Grade 7; Grade 8; Predictor Variables; Finland + Suchen Sie Ihr Suchwort? Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulabsentismus; Schulschwänzen; Schulverweigerung; Korrelation; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Anwesenheit; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Prädiktor; Finnland
Abstract	This longitudinal study of 1,066 Finnish students examined bidirectional reciprocal relationships between changes in perceived supportive school climate and changes in self-reported truancy from the last year of primary school (Grade 6) to the last year of lower secondary school (Grade 9). The results of the random intercept cross-lagged panel model showed, first, that a decrease in positive perceptions of school climate at the previous time point predicted more self-reported truancy at the following time point. Second, an increase in self-reported truancy predicted less positive perceptions of supportive school climate. The study indicates that students' perceptions of supportive school climate and truancy negatively predict each other over time. Thus, school climate can serve as a target for prevention and intervention efforts to tackle truancy. Moreover, effectively addressing truancy may lead to a more favorable student view of school climate. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01