This study examines the impact of secondary school culture on the dual student outcomes of academic achievement and engagement with the institution attended. Elements of school culture were identified, specifically the roles played by administrators, the professional teaching staff, and the adolescent peer group. A mixed-method research design was employed with the primary research instrument taking the form of a survey questionnaire that was distributed to 268 Grade 11 students attending two composite secondary schools in a mid-sized Canadian city. The results demonstrated that institutional culture had a limited impact on student academic achievement but a significant influence on students' perceptions of engagement with their schools.
The Mathematics Anxiety Rating Scale was developed in 1972 by Richardson and Suinn as a single construct measure. A shortened version, the Revised Mathematics Anxiety Scale (RMARS) was developed by Alexander and Martray in 1989. The latter scale was subjected to factor analysis using 357 senior undergraduates in education. Three main factors accounted for 73% of the variance, confirming the scale's multidimensional structure.
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