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

DEMİRTAŞ ZORBAZ S., Akin-Arikan C., TERZİ R.

SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, cilt.32, ss.543-563, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 32
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/09243453.2021.1920432
  • Dergi Adı: SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Sayfa Sayıları: ss.543-563
  • Anahtar Kelimeler: School climate, academic achievement, academic, community, institutional environment, safety, PARENTAL INVOLVEMENT, MIDDLE, ENGAGEMENT, VICTIMIZATION, PERCEPTIONS, ADJUSTMENT, LEVEL, PERFORMANCE, TEACHERS, MODELS
  • Ankara Üniversitesi Adresli: Evet

Özet

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.