How does school climate impact academic achievement? An examination of social identity processes

Abstract

In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study (N ¼ 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socioeconomic status, and school identification. In line with

Validity and reliability analyses for the climate of science subjects research tool

“…Many papers were focused on the problematic relationship between the school climate and the pupils' achievements, because the school climate is a crucial factor in for explaining the pupils' achievements and outcomes. [8][9][10] Similar results are possible to be found in older studies 11 examined the relationship between the school climate and the children's academic and social development in elementary school. The results indicated that the overall school climate and the teacherstudents relationship significantly influenced the school adjustment.…”

Repairing Wounds and Promoting Belonging and Resiliency in a Tracked English Classroom

“…Hamm and Faircloth (2005) found the students who feel at home on campus are more likely to experience academic success. When students feel attached to their school, they receive the emotional and practical benefits that come along with feelings of belonging (Reynolds, Lee, Turner, Bromhead, & Subasic, 2017). Yet, many adolescents do not feel any particular attachment to their school (Hamm & Faircloth, 2005).…”

“…Scannell and Gifford (2017) suggest that feeling attached to a particular place gives an individual a sense of "comfort and security," both materially and psychologically (p. 261). These psychological benefits correspond to stronger academic performance in school (Reynolds, Lee, Turner, Bromhead, & Subasic, 2017). Feeling "at ease" in a particular place allows an individual to shift his or her attention away from worries or fears (Baumeister & Leary, 1995).…”

“…They believe that when individuals feel like they can identify with the school, their behavior adjusts to mirror the goals and values of the school. This means students who feel more connected to their school are more ready to modify their behavior to fit in with the presiding culture of the school (Reynolds, Lee, Turner, Bromhead & Subasic, 2017).…”

Eliciting Student Voice to Explore the Need for Culturally Responsive Teaching in Secondary Schools

“…School climate can also be determined by positive feelings of safety, connectedness, and opportunities for social, emotional, and academic development (Conderman, Walker, Neto, & Kackar-Cam, 2013;De Pedro, Gilreath, & Berkowitz, 2016;Voight, Hanson, O'Malley, & Adekanye, 2015). School environment has been shown to affect attendance, motivation, test scores, risk behavior, bullying, drug and alcohol use, overall well-being, and ultimately academic achievement (De Pedro, et al, 2016;Reynolds, Lee, Turner, Bromhead, & Subasic, 2017). Perception of school environment can have an even greater academic impact on students of color than on White students.…”