Psychological Development and Education ›› 2011, Vol. 27 ›› Issue (6): 625-632.

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Cross-cultural Comparison of Linkage Between School Climate and Students’ Mathematical Achievement:A Multilevel Analysis

ZHANG Ping-ping1, LI Ling-yan1, XIN Tao2   

  1. 1. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875;
    2. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Online:2011-11-15 Published:2011-11-15

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Abstract: School climate is defined as the relatively lasting and stable feature of the school environment, experienced by its members,and making difference to their behavior.Based on the common perception of its members,school climate plays an important role in the school's development and student's improvement.In this study,Hierarchical Linear Model(HLM)was employed to analyze the effects of students and their principals' perception of school climate on students'mathematical achievement,with data from Hong Kong China,Japan,the United States and Turkey in the Program for International Students Assessment(PISA)2003.The results indicated that:15-year-old student-perceived teacher-student relationship,mathematics classroom discipline;principal-perceived student morale,students'behavior had similar effects on students'mathematical achievement across different countries/regions,teacher support in mathematics classroom,teachers'behavior,and consensus among mathematics teachers significantly affected students'mathematical achievement in some countries.But students' attitude towards school and principal-perceived teacher morale had no effect on the mathematical achievement.

Key words: school climate, mathematical achievement, Hierarchical Linear Model, PISA

CLC Number: 

  • G449
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