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Relations between Student Perceptions of Their School Environment and Academic Achievement
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Gietz, Carmen; McIntosh, Kent
- Language:
English- Source:
Canadian Journal of School Psychology. Sep 2014 29(3):161-176.- Publication Date:
2014- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 16
- Education Level: Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Grade 4
Intermediate Grades
Grade 7 - Subject Terms: Foreign Countries; Student Attitudes; Educational Environment; School Safety; Bullying; Student Behavior; Expectation; Academic Achievement; Correlation; Elementary School Students; Middle School Students; Student Surveys; Multiple Regression Analysis; Poverty; School Districts; Behavior Modification; Positive Reinforcement; Reading Achievement; Mathematics Achievement; Predictor Variables; Grade 4; Grade 7; Reading Comprehension; Numeracy
- Subject Terms:
- Accession Number: 10.1177/0829573514540415
- ISSN: 0829-5735
- Abstract: This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a provincewide achievement test and student satisfaction survey in Canada. Hierarchical multiple regression analyses were conducted to determine the amount of variance in student achievement explained by student perceptions of the school environment when controlling for school-level poverty and accounting for nesting by district. Results showed that perceptions of the school environment were significantly associated with academic success, above and beyond effects of school-level poverty and district. These results are discussed with regard to critical targets for enhancing the school environment to maximize academic achievement.
- Abstract: As Provided
- Number of References: 50
- Publication Date: 2014
- Accession Number: EJ1039781
- Availability:
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