Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation☆
Section snippets
Authoritative school climate model
The authoritative school climate model is derived from Baumrind's (1968) work on authoritative parenting which continues to guide a substantial body of child development research (Larzelere, Morris, & Harrist, 2013). This work identified two dimensions of parenting: one dimension concerned with the parent's high expectations and demands for the child and the other concerned with how warm and supportive the parent is toward the child. Research has found that parents are most effective when they
Present study
The current study extends the line of research on authoritative school climate in both methodological and substantive directions through investigation of two guiding research questions. First, does the factor structure of items on the authoritative school climate survey maintain for high school students and their schools? Second, are high levels of structure and support variables associated with: a) lower prevalence rates of teasing and bullying, and b) greater cognitive and affective
Participants and settings
Study schools were obtained from the 2014 Virginia Secondary School Climate Survey, which is part of the state's annual School Safety Audit program. The survey was administered to students in Virginia public schools with grades 9–12 (including some schools without a grade 9). The survey did not include schools located in juvenile detention and correctional facilities, centers providing part-time or temporary services such as suspension centers, facilities exclusively serving students with
Results
Preliminary analyses to answer the first research question found that the average cluster size of students across the 323 schools was 148.7. Schools accounted for 2% to 14% of the variance in student responses (ICCs ranged from .02 to .14; MICC = .06) across the 31 items, and design effects ranged from 1.99 to 4.66. As shown in Table 1, three of the 31 items were reverse-coded prior to analyses so that higher scores reflected more favorable dispositions. PTB was an exception where higher scores
Discussion
A conceptual model of authoritative school climate was empirically investigated to evaluate the hypothesis that higher levels of structure and support variables were associated with greater levels of engagement and lower levels of peer aggression in a sample of high school students. As a preliminary step in this examination, the first research question addressed whether the factor structure of items on the ASCS maintained for high school students and their schools. Multilevel procedures were
Conclusions
The U.S. Department of Education has placed increasing emphasis on the need for schools to monitor their school climate in order improve conditions for learning and assure a safe and supportive environment for all students (U.S. Department of Education, 2014, U.S. Department of Justice and U.S. Department of Education, 2014). There has been a proliferation of school climate measures, but the field lacks a conceptual framework for a positive school climate (Dary and Pickeral, 2013, U.S.
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2023, Journal of School PsychologyThe relationship between perceived school climate, academic engagement, and emotional competence among Chinese students: The moderating role of collectivism
2023, Learning and Individual DifferencesAuthoritative school climate as a context for civic socialization
2023, International Journal of Educational DevelopmentAdolescent, parent, and provider perspectives on school-related influences of mental health in adolescents with suicide-related thoughts and behaviors
2022, Journal of School PsychologyCitation Excerpt :They identified their sexual attraction to others by selecting from only attracted to females, mostly attracted to females, equally attracted to females and males, mostly attracted to males, only attracted to males, or not sure. Although the present study was focused on qualitative interviews and demographic information collected from participants, additional measures completed by participants included the School Reintegration Survey and the School and Community Mental Health Services Questionnaire (Marraccini et al., 2019; Marraccini, Vanderburg, et al., 2022; completed by school professionals), the Authoritative School Climate Survey (Konold & Cornell, 2015; completed by adolescents, parents, and school professionals), and the Self-Injurious Thoughts and Behaviors Interview (Nock et al., 2007; completed by adolescents). Masters and doctoral-level interviewers completed a 2-day qualitative training addressing qualitative in-depth interview approaches, the interview protocol, and applied thematic analysis.
A latent transition analysis of longitudinal stability of peer victimization experiences among Chinese adolescents
2022, Child Abuse and NeglectCitation Excerpt :Existing research indicates that a positive and responsive school climate plays an important role in preventing bullying victimization (Limber, Olweus, Wang, Masiello, & Breivik, 2018; Olweus et al., 2007). For instance, a safe, supportive and positive school climate is related to higher levels of student engagement and less bullying victimization at both student and school levels (Konold & Cornell, 2015; Konold, Cornell, Shukla, & Huang, 2017). On the contrary, students are more likely to experience violence, peer victimization, and punitive disciplinary actions in schools without clear behavioral expectations and structures, as well as in schools where there is a dearth of supportive relationships between students and staff (Astor, Guerra, & Van Acker, 2010).
School climate and peer victimization among adolescents: A moderated mediation model of school connectedness and parental involvement
2021, Children and Youth Services Review
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We thank Donna Michaelis and Jessica Smith of the Virginia Department of Criminal Justice Services for their support of the Virginia Secondary School Climate Study. This project was supported by Grant #2012-JF-FX-0062 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. The opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect those of the Department of Justice.