Does school climate that includes students' views deliver academic achievement? A multilevel meta-analysis

被引：24

作者：

Demirtas-Zorbaz, Selen ^{[1
]}

Akin-Arikan, Cigdem ^{[2
]}

Terzi, Ragip ^{[3
]}

机构：

[1] Ankara Univ, Fac Educ, Ankara, Turkey

[2] Ordu Univ, Fac Educ, Ordu, Turkey

[3] Harran Univ, Fac Educ, Sanliurfa, Turkey

来源：

SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT | 2021年 / 32卷 / 04期

关键词：

School climate; academic achievement; academic; community; institutional environment; safety; PARENTAL INVOLVEMENT; MIDDLE; ENGAGEMENT; VICTIMIZATION; PERCEPTIONS; ADJUSTMENT; LEVEL; PERFORMANCE; TEACHERS; MODELS;

D O I：

10.1080/09243453.2021.1920432

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

School climate is one of the variables that affect academic achievement, but the level of correlation between school climate and academic achievement differs. On the basis of these inconsistent results between school climate and academic achievement, researchers can use meta-analyses to shed light on relevant literature. The present study ran a meta-analysis on 38 studies (N-Total = 491,312) published between 2000 and 2020. As a result of the completed meta-analysis, the effect size for the correlation between school climate and academic achievement was small (r = 0.178, p < 0.01). Given 207 effect sizes calculated for the meta-analysis, no publication bias was observed. Furthermore, subgroup analyses were conducted based on the dimensions of school climate and school levels. Several suggestions were made available based on the findings.

引用

页码：543 / 563

页数：21

共 95 条

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