School climate and resilience promoting characteristics: exploring latent patterns of student perceptions in California

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Oxford Review of Education Pub Date : 2022-11-21 DOI:10.1080/03054985.2022.2146079

Gordon P. Capp, Kathrine S. Sullivan, Y. Park

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引用次数: 1

Abstract

ABSTRACT Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students.

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学校氛围和韧性提升特征：探索加州学生认知的潜在模式

摘要很少有研究全面考察学生如何体验学校氛围和恢复力提升特征的多个维度，或者这两个结构如何相互关联。这项研究使用了加利福尼亚州78550名七年级、九年级和十一年级学生的样本。大约一半的参与者是女性（52%），大约一半（49%）是拉丁裔。使用潜在类别分析来确定学校氛围的6个剖面模型和促进恢复力特征的2个剖面模型。经历过总体积极氛围的学生、经历过支持性成人关系的学生以及在学校有意义地参与工作的学生更有可能报告出更高的韧性提升特征。这些发现突出了培养积极和保护性的学校氛围的重要性。此外，研究结果支持了韧性的社会生态学理论，表明学校可能在培养中学生的韧性促进特征方面发挥重要作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

0.00%

发文量

期刊介绍： The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.