School Climate and Resilience Promoting Characteristics: Exploring Latent Patterns of Student Perceptions in California

Autor/inn/en	Capp, Gordon P.; Sullivan, Kathrine S.; Park, Yangjin
Titel	School Climate and Resilience Promoting Characteristics: Exploring Latent Patterns of Student Perceptions in California
Quelle	In: Oxford Review of Education, 49 (2023) 5, S.664-680 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Capp, Gordon P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2146079
Schlagwörter	Educational Environment; Resilience (Psychology); Student Characteristics; Grade 7; Grade 9; Grade 11; Middle School Students; High School Students; Multivariate Analysis; Predictor Variables; Student Development; California + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Multivariate Analyse; Prädiktor; Kalifornien
Abstract	Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01