包括学生观点在内的学校氛围是否能带来学术成就？多层次荟萃分析

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2021-05-03 DOI:10.1080/09243453.2021.1920432

Selen Demirtaş-Zorbaz, Çiğdem Akin-Arikan, Ragip Terzi

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引用次数: 11

摘要

摘要学校氛围是影响学业成绩的变量之一，但学校氛围与学业成绩的相关性程度不同。基于学校氛围和学业成绩之间的这些不一致结果，研究人员可以使用荟萃分析来阐明相关文献。本研究对38项研究进行了荟萃分析（N总计 = 491312）。作为完成荟萃分析的结果，学校氛围与学业成绩之间相关性的效应大小很小（r = 0.178，p < 0.01）。考虑到为荟萃分析计算的207个效应大小，未观察到发表偏倚。此外，还根据学校气候和学校水平的维度进行了亚组分析。根据调查结果提出了一些建议。

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

ABSTRACT 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.

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform