Citation

Konold TR, Cornell DG. J. Sch. Psychol. 2015; 53(6): 447-461.

Affiliation

Curry School of Education, University of Virginia, USA.

Copyright

(Copyright © 2015, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2015.09.001

PMID

26563598

Abstract

This study tested a conceptual model of school climate in which two key elements of an authoritative school, structure and support variables, are associated with student engagement in school and lower levels of peer aggression. Multilevel multivariate structural modeling was conducted in a statewide sample of 48,027 students in 323 public high schools who completed the Authoritative School Climate Survey. As hypothesized, two measures of structure (Disciplinary Structure and Academic Expectations) and two measures of support (Respect for Students and Willingness to Seek Help) were associated with higher student engagement (Affective Engagement and Cognitive Engagement) and lower peer aggression (Prevalence of Teasing and Bullying) on both student and school levels of analysis, controlling for the effects of school demographics (school size, percentage of minority students, and percentage of low income students). These results support the extension of authoritative school climate model to high school and guide further research on the conditions for a positive school climate.

Language: en