The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics

Scherer, Ronny; Nilsen, Trude

doi:10.1007/978-3-319-41252-8_3

Cited by 51 publications

(55 citation statements)

References 64 publications

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“…De tilsvarende prosenttallene for 2016 er henholdsvis 21 og 5. Omfanget av rapportert mobbing blant norske femteklassinger i PIRLS 2016 er så å si identiske med omfanget av rapportert mobbing blant norske fjerdeklassinger i TIMMS 2015 (Nilsen, 2016).…”

Section: (Minst En Gang I Uken -En Eller To Ganger I Måneden -Noen Fåunclassified

“…Dette er i tråd med tidligere rapporterte internasjonale sammenligninger, for eksempel TIMSS 2016 (Nilsen, 2016). Når det gjelder laeringsmiljø, så indikerer resultatene fra PIRLS 2016 at vi kanskje har et noe lavere gjennomsnittlig laeringstrykk i norske skoler sammenlignet med mange andre land.…”

Section: Skolemiljøunclassified

“…I hovedsak er resultatene i tråd med internasjonal forskning på sammenhenger mellom skolemiljø og leseferdighet, og med tidligere rapporterte sammenhenger mellom skolemiljø og norske elevers prestasjoner i matematikk og naturfag på 5. og 8. trinn (Nilsen, 2016). Funnene er også i tråd med longitudinelle studier som viser at et godt skolemiljø, hvor elever og laerere føler seg trygge, hvor det er lite mobbing og hvor orden blir opprettholdt, legger til rette for laering og gode prestasjoner (Scherer & Nilsen, 2016;Thapa et al, 2013;Wang & Degol, 2016).…”

Section: Sammenhenger Mellom Skolemiljø Og Leseferdighetunclassified

“…Tilsvarende resultater er også rapportert for norske elever. Resultater fra Trends in International Mathematics and Science Study (TIMSS) 2015 viste for eksempel at Norge har et godt skolemiljø sammenlignet med mange andre land, og at kvaliteten på skolemiljøet har relativt sterk sammenheng med norske elevers prestasjoner i matematikk og naturfag på 5. og 9. trinn (Nilsen, 2016;Nilsen & Gustafsson, 2014). I denne artikkelen er det sammenhenger mellom skolemiljø og elevenes leseferdighet på 4. og 5. trinn som undersøkes.…”

Section: Introduksjonunclassified

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7 Er det sammenheng mellom skolemiljø og elevenes leseferdigheter?

Solheim¹,

Gabrielsen²

2017

Klar Framgang!

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7Er det sammenheng mellom skolemiljø og elevenes leseferdigheter?ODDNY JUDITH SOLHEIM OG EGIL GABRIELSEN SAMMENDRAG I denne artikkelen undersøker vi sammenhenger mellom leseferdighet og ulike aspekter ved skolemiljø. Vi sorterer skolemiljø inn under fire hovedkategorier: laeringsmiljø, fellesskap, trygghet og skolens rammefaktorer. Resultatene fra PIRLS 2016 viser at Norge har et godt skolemiljø sammenlignet med andre nordiske land og i et internasjonalt perspektiv. Videre finner vi klare sammenhenger mellom skolemiljø og leseferdighet. Forhold knyttet til kategoriene fellesskap og trygghet ser ut til å ha størst betydning.NØKKELORD leseferdighet | skolemiljø | laeringsmiljø | fellesskap | trygghet | skolens rammefaktorer ABSTRACT In this article, we investigate connections between reading literacy and aspects of the school environment. We divide school environment into four main categories: academic environment, community, safety and institutional environment. Results from PIRLS 2016 indicate that Norway has a good school environment both compared to other Nordic countries and from an international perspective. Further, we find clear connections between school environment and reading literacy. Aspects related to the categories of community and safety seems to be most important.

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Section: (Minst En Gang I Uken -En Eller To Ganger I Måneden -Noen Fåunclassified

Section: Skolemiljøunclassified

Section: Sammenhenger Mellom Skolemiljø Og Leseferdighetunclassified

Section: Introduksjonunclassified

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7 Er det sammenheng mellom skolemiljø og elevenes leseferdigheter?

Solheim¹,

Gabrielsen²

2017

Klar Framgang!

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“…Two significant lines of research in educational psychology are the study of (a) characteristics of school climate and educational system, and (b) motivational processes, such as intrinsic motivation, persistence, and academic self-efficacy. Studies have found that both school climate and student motivation are consistently associated with academic achievement (Gustafsson & Nilsen, 2016;Hardre & Reeve, 2003;Roeser & Eccles, 1998;Scherer & Nilsen, 2016). However, while current research provides valuable insight into how school climate and innovative educational systems impact academic achievement, less is known about the mechanisms that link innovative educational systems based on psychological theories with academic achievement, and in particular the mediating role of motivation in this process.…”

Section: Introductionmentioning

confidence: 95%

Academic Motivation of Elementary School Children in Two Educational Approaches — Innovative and Traditional

Гордеева¹,

Sychev²,

Pshenichnuk³

et al. 2018

Psych. Rus.

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The school must teach how to think.-Ewald Il' enkov Background. While the current literature provides valuable insight into how school climate perceptions and student motivation impact academic achievement, research examining the mediating effects of motivation in the linking of an innovative educational system, school climate, and achievement is limited. This study considers the potential of the El'konin-Davydov system of developmental education as a basis for educational innovation. Self-determination theory is applied as a useful theoretical framework that allows for consideration of both the intensity and the quality of academic motivation. Objective. The study examines a model that illustrates the role of intrinsic and different types of extrinsic motivation in linking the El'konin-Davydov system of developmental education (DE) and school climate to the academic achievement of elementary schoolchildren. Design. Participants were 345 third and fourth graders drawn from four public schools in Moscow, with some (N = 192, 2 schools) educated in the traditional system and others (N = 153, 2 schools) in one that follows the DE system. A cross-sectional design was implemented. Results. Students in the DE system showed significantly lower external motivation for all three subscales (Parents, Teachers, General) and perceived school climate more favorably. Structural equation modeling showed that the hypothesized model fit the data well, supporting the hypothesis that student external motivation plays a mediating role in linking educational system (innovative vs. traditional) with academic achievement. Students' autonomous motivation was shown to play a mediating role in linking positive perceptions of school climate with academic achievement.

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Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate

Civitillo

Göbel

Preusche

et al. 2021

New Drctns Chld & Adlscnt

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Guided by risk and resilience and attachment perspectives, the present study examined whether teacher–student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self‐identifications in Germany. Partially confirming pre‐registered hypotheses, results indicated that high levels of perceived personal discrimination were negatively associated with global self‐esteem and emotional school engagement. Contrary to our expectations, neither perceived personal nor group discrimination negatively predicted academic self‐concept. In addition, teacher–student relationship quality but not school climate buffered the relationship between both personal and group discrimination and global self‐esteem and emotional school engagement such that the association was less negative when relationship quality was high. Taken together, our results underscore the importance of considering the different targets of discrimination (i.e., personal self and own group), and that positive teacher–student relationship can be especially beneficial and empowering for youth who are exposed to ethnic discrimination.

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The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics

Cited by 51 publications

References 64 publications

7 Er det sammenheng mellom skolemiljø og elevenes leseferdigheter?

7 Er det sammenheng mellom skolemiljø og elevenes leseferdigheter?

Academic Motivation of Elementary School Children in Two Educational Approaches — Innovative and Traditional

Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate

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