权威学校氛围、在家家长人数和学业成绩

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-12-01 DOI:10.1037/spq0000182

Francis L. Huang, Katie Eklund, D. Cornell

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引用次数: 15

摘要

学校氛围被广泛认为是促进学生学习成绩的重要因素。本研究基于权威的学校氛围理论，探讨了要求性和支持性的学校氛围对单亲家庭或无父母家庭的学生起到保护作用的假设。在一个州的415所公立学校对56,508名中学生进行了全州抽样调查，结果表明，学生对学科结构、学业要求和学生支持的看法都与学生自我报告的平均绩点(GPA)呈正相关。此外，研究结果显示，对于没有父母同住的学生，学业期望和学生支持与GPA的关系更大。对政策和实践的影响进行了讨论。

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Authoritative School Climate, Number of Parents at Home, and Academic Achievement

School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed.

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

自引率

0.00%

发文量

期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.