School Climate Support for Behavioral and Psychological Adjustment: Testing the Mediating Effect of Social Competence

American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org/publications

Y

12

Middle School Students; Structural Equation Models; Early Adolescents; Error of Measurement; Depression (Psychology); Interpersonal Competence; Educational Environment; School Culture; Student Adjustment; Psychological Patterns; Student Behavior; Correlation; Student Attitudes; Personal Autonomy; Discussion (Teaching Technique); Teacher Influence; Teacher Student Relationship; Mastery Learning; Behavior Problems; Goal Orientation; Teacher Role; Grade 7; Grade 8

Child Behavior Checklist; Childrens Depression Inventory

10.1037/a0017999

1045-3830

The present study used an ecological framework to examine the relationships among adolescents' perceptions of school climate, social competence, and behavioral and psychological adjustment in the middle school years. This study improved upon prior studies by using "structural equation modeling" to investigate the hypothesized mediating effect of social competence and to account for measurement error. The sample included 1,042 participating students from 23 middle schools. Results showed that school mastery goal structure, promotion of autonomy and discussion, and teacher emotional support were negatively related to the levels of adolescents' deviant behaviors and depression, while performance goal structure was positively related to deviant behaviors and depression. Social competence was a mediator between perceived school climate variables and adolescent adjustment, with the exception of the relationship between mastery goal structure and adjustment variables. (Contains 2 tables, 2 figures and 3 footnotes.)

As Provided

49

2010

EJ866093