School engagement, school climate and youth externalizing behaviors: direct and indirect effects of parenting practices

Fonseca, Inês Barbosa da; Santos, Gilda; Santos, Margarida

doi:10.1007/s12144-023-04567-4

Curr Psychol

2023

DOI: 10.1007/s12144-023-04567-4

|View full text |Cite

School engagement, school climate and youth externalizing behaviors: direct and indirect effects of parenting practices

Inês Barbosa da Fonseca

Gilda Santos

Margarida Santos

Abstract: This research aimed to explore the direct and indirect effects of students’ school engagement, school climate and parenting practices on youth’s externalizing behaviors. A quantitative methodology with a sample of 183 Portuguese students, aged between 11 and 16 years old, was used. The main results suggested negative associations between externalizing behaviors and higher levels of school engagement and positive school climate. Poor parental supervision, inconsistent discipline and corporal punishment were pos… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2023

2024

Publication Types

Select...

Article3

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

References 113 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Psychometric Evaluation of the School Climate and School Identification Measure—Student on Chilean Students: A Bifactor Model Approach

Gálvez-Nieto,

Trizano-Hermosilla,

Polanco-Levicán

2024

Children

View full text Add to dashboard Cite

School climate is a relevant construct for understanding social relations at school. The SCASIM-St has been widely defined as a multidimensional construct; however, new factor structures have not been explored through evidence that allows for interpreting school climate scores from an approach that respects the multidimensionality of the scale and, at the same time, allows for identifying the degree of essential unidimensionality in the data. Consequently, the objective was to analyze the psychometric properties of the SCASIM-St from a bifactor model approach, evaluating the influence of a general school climate factor versus five specific factors. The study involved 1860 students of both sexes (42% males and 58% females), with an average age of 16.63 years (SD = 0.664), from 17 secondary schools in Chile. The results obtained by a confirmatory factor analysis provided evidence that the best model was the bifactor model for the 38 items, with one general factor and five specific factors. The Explained Common Variance (ECV) values and reliability levels by hierarchical omega accounted for a strong general school climate factor with high levels of reliability. Evidence of external criterion validity, assessed through the attitude toward authority scale (AIA-A), showed a theoretically expected and significant relationship between the factors of both instruments. This study confirmed the psychometric robustness of the SCASIM-St scale by means of a bifactor model, allowing for a new, essentially unidimensional interpretation of the scale scores and providing an instrument to measure school climate in Chile.

show abstract

Psychometric Evaluation of the School Climate and School Identification Measure—Student on Chilean Students: A Bifactor Model Approach

Gálvez-Nieto,

Trizano-Hermosilla,

Polanco-Levicán

2024

Children

View full text Add to dashboard Cite

show abstract

Explanatory Factors of School Climate and School Identification: An Analysis of Multilevel Latent Profiles

Gálvez-Nieto,

Polanco-Levicán,

Navarro-Aburto

et al. 2023

Sustainability

View full text Add to dashboard Cite

School climate is a highly relevant variable that is associated with a series of positive results. However, there are still few studies that have statistically modelled the simultaneous influence of structural variables at the school level on the individual perception of the school climate and identification. This study had two objectives: (1) Identify school climate and school identification profiles at the individual and school levels. (2) Relate school climate and school identification profiles to factors located at the individual and school levels. The participants were selected from a probabilistic and stratified sample, n = 2070 adolescents (40.6% men, 59.4% women), aged between 13 and 18 years (M = 14.64, SD = 0.718), from 28 secondary schools in Chile. The results allowed us to identify four clusters at the student level and two classes of school climate at the school level. The explanatory factors at the individual level were Cognitive engagement (p < 0.001), Academic Expectations (p < 0.001), Positive Attitude to Authority (p < 0.001) and Family Conflict (p < 0.001). The explanatory factor at the school level was the school vulnerability index (p = 0.031). Finally, the explanatory effects of factors at individual and school levels on school climate are theoretically discussed.

show abstract

The Role of Curiosity to Study Engagement of Students in Gymnastics: Extrapolating Reciprocity

Lobo

2024

SGJ

View full text Add to dashboard Cite

The academic literature on the reversible association between curiosity and study engagement in elementary and high school contexts has been extensive and widespread across several countries. Regrettably, research in the field of gymnastics within the setting of higher education in the Philippines remains mostly unexplored and unknown. This study examined the reciprocal association between curiosity and study engagement in the context of gymnastics from a selected higher education institution in the Philippines. A study was conducted with 177 Bachelor of Physical Education students enrolled in Movement Education where gymnastics is part of the said course. The findings of the study revealed a noteworthy correlation between overall curiosity and study engagement in the field of gymnastics, as well as a reciprocal relationship between the two variables. Additionally, a significant and positive correlation was found between the constructs of curiosity and all three components of study engagement (vigor, dedication, and absorption), as well as a reciprocal link. The study concluded that encouraging students’ natural curiosity can help them develop a healthy tolerance for ambiguity. As a result, this may have positive repercussions on students’ academic performance by fostering a lifelong and sustained curiosity in expanding their knowledge and skills in gymnastics. Recommendations for teachers, replicability of the study, and future research endeavors are presented in this study.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

hi@scite.ai

334 Leonard St

Brooklyn, NY 11211

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

School engagement, school climate and youth externalizing behaviors: direct and indirect effects of parenting practices

Cited by 3 publications

References 113 publications

Psychometric Evaluation of the School Climate and School Identification Measure—Student on Chilean Students: A Bifactor Model Approach

Psychometric Evaluation of the School Climate and School Identification Measure—Student on Chilean Students: A Bifactor Model Approach

Explanatory Factors of School Climate and School Identification: An Analysis of Multilevel Latent Profiles

The Role of Curiosity to Study Engagement of Students in Gymnastics: Extrapolating Reciprocity

Contact Info

Product

Resources

About