Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (1): 61-70.

Previous Articles     Next Articles

School Climate and Academic Achievement Among Adolescents：A Moderated Mediation Model

BAO Zhen-zhou1, ZHANG Wei1, LI Dong-ping2, LI Dan-li3, WANG Yan-hui4   

  1. 1. School of Psychology/Center for studies of Psychological Application, South China Normal University, Guangzhou 510631;
    2. School of Psychology, Central China Normal University, Wuhan 430079;
    3. Department of Psychology, The Chinese University of Hong Kong, Hong Kong;
    4. School of Educational Science, Jiaying University, Meizhou 514015
  • Online:2013-01-15 Published:2013-01-15

PDF (PC)

Abstract: A massive literature documents the positive association between school climate and adolescents' academic achievement, but little is known about the mediating and moderating mechanisms underlying this relation. This study constructed a moderated mediation model to examine whether school attachment mediated the relation between school climate and academic achievement, and whether this mediating process was moderated by adolescents' self-control. With stratified-cluster sampling method, 2758 junior high school students completed questionnaire measures of school climate, school attachment, self-control and academic achievement. The results indicated that:(1) After controlling for gender, grade, and socioeconomic status, school climate significantly contributed to academic achievement;(2) School attachment played a mediating role in the relationship between school climate and academic achievement;(3) Self-control moderated the mediated path through school attachment, such that this indirect effect was much stronger for adolescents with low self-control relative to those with high self-control. Thus, both mediating and moderating effects exist in the association between school climate and adolescents' academic achievement.

Key words: school climate, academic achievement, school attachment, self-control, moderated mediation

CLC Number: 

  • G442
Aguinis, H., Beaty, J. C., Boik, R. J., & Pierce, C. A.(2005). Effect size and power in assessing moderating effects of categorical variables using multiple regression: A 30-year review. Journal of Applied Psychology, 90, 94-107.
Anderman, E. M.(2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795-809.
Anderson, C. S.(1982). The search for school climate: A review of the research. Review of Educational Research, 52, 368-420.
Arnett, J. J.(2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63, 602-614.
Baker, J. O.(2010). The expression of low self-control as problematic drinking in adolescents: An integrated control perspective. Journal of Criminal Justice, 38, 237-244.
Brinberg, D., & Kidder, L. H.(1982). Forms of validity in research. San Francisco: Jossey-Bass.
Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D.(2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74, 252-261.
Cemalcilar, Z.(2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students' sense of school belonging. Applied Psychology, 59, 243-272.
Chaplin, W. F.(1991). The next generation of moderator research in personality psychology. Journal of Personality, 59, 143-178.
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T.(2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111, 180-213.
Connell, J. P., & Wellborn, J. G.(1991). Competence, autonomy, and relatedness: A motivational analysis of self-system process. In M. R. Gunnar & L. A. Sroufe(Eds.), Minnesota symposium on child psychology(Vol. 23, pp. 43-77). Hillsdale, NJ: Erlbaum.
Crockett, L. J., Schulenberg, J. E., & Petersen, A. C.(1987). Congruence between objective and self-report data in a sample of young adolescents. Journal of Adolescent Research, 2, 383-392.
Dearing, E., & Hamilton, L. C.(2006). Contemporary advances and classic advice for analyzing mediating and moderating variables. Monographs of the Society for Research in Child Development, 71(3), 88-104.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M.(1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J.(1987). The relation of parenting style to adolescent school performance. Child Development, 58, 1244-1257.
Duckworth, A. L.(2011). The significance of self-control. Proceedings of the National Academy of Sciences, 108, 2639-2640.
Duckworth, A. L., & Seligman, M. E. P.(2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-944.
Duckworth, A. L., Tsukayama, E., & May, H.(2010). Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychological and Personality Science, 1, 311-317.
Ellis, P. D.(2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge, NY: Cambridge University Press.
Erceg-Hurn, D. M., & Mirosevich, V. M.(2008). Modern robust statistical methods: An easy way to maximize the accuracy and power of your research. American Psychologist, 63, 591-601.
Furrer, C., & Skinner, E.(2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
Ghiselli, E. E., Campbell, J. P., & Zedeck, S.(1981). Measurement theory for the behavioral sciences. San Francisco: Freeman.
Goodenow, C.(1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
Hawkins, J. D., Guo, J., Hill, K. G., Battin-Pearson, S., & Abbott, R. D.(2001). Long-term effects of the Seattle Social Development Intervention on school bonding trajectories. Applied Developmental Science, 5, 225-236.
Hawkins, J. D., & Weis, J. G.(1985). The social development model: An integrated approach to delinquency prevention. Journal of Primary Prevention, 6, 73-97.
Haynes, N. M., Emmons, C. L., Gebreyesus, S., & Ben-Avie, M.(1996). The School Development Program evaluation process. In J. P. Comer, N. M. Haynes, E. T. Joyner, & M. Ben-Avie(Eds.), Rallying the whole village: The Comer process for reforming education(pp. 123-146). New York: Teachers College Press.
Hill, L. G., & Werner, N. E.(2006). Affiliative motivation, school attachment, and aggression in school. Psychology in the Schools, 43, 231-246.
Hirschi, T.(1969). Causes of delinquency. Berkeley: University of California Press.
Hoy, W. K., & Hannum, J. W.(1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33, 290-311.
Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., et al.(2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80, 1514-1530.
Johnson, B., & Stevens, J. J.(2006). Student achievement and elementary teachers' perceptions of school climate. Learning Environment Research, 9, 111-122.
Li, D., Zhang, W., Li, X., Zhen, S., & Wang, Y.(2010). Stressful life events and problematic Internet use by adolescent females and males: A mediated moderation model. Computers in Human Behavior, 26, 1199-1207.
Libbey, H. P.(2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74, 274-283.
Loukas, A., & Murphy, J. L.(2007). Middle school student perceptions of school climate: Examining protective functions of subsequent adjustment problems. Journal of School Psychology, 45, 293-309.
Loukas, A., Roalson, L. A., & Herrera, D. E.(2010). School connectedness buffers the effects of negative family relations and poor effortful control on early adolescent conduct problems. Journal of Research on Adolescence, 20, 13-22.
Loukas, A., Suzuki, R., & Horton, K. D.(2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16, 491-502.
Ma, X.(2003). Sense of belonging to school: Can school make a difference? Journal of Educational Research, 96, 340-349.
Maddox, S. J., & Prinz, R. J.(2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6, 31-48.
McEvoy, A., & Welker, R.(2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8, 130-140.
McNeely, C, A., Nonnemaker, J. M., & Blum, R. W.(2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72, 138-146.
Muller, D., Judd, C. M., & Yzerbyt, V. Y.(2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89, 852-863.
Osterman, K. F.(2000). Students' needs for belonging in the school community. Review of Educational Research, 70, 323-367.
Roeser, R. W., Midgley, C., & Urdan, T. C.(1996). Perceptions of the school psychological environment and early adolescents psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
Tangney, J. P., Baumeister, R. F., & Boone, A. L.(2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271-322.
Watson, M.(2003). Learning to trust. San Francisco: Jossey-Bass.
Wolfe, R. N., & Johnson, S. D.(1995). Personality as a predictor of college performance. Educational and Psychological Measurement, 55, 177-185.
Wright, B. R. E., Caspi, A., Moffitt, T. E., & Silva, P. A.(2001). The effects of social ties on crime vary by criminal propensity: A life-course model of interdependence. Criminology, 39, 321-352.
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A.(2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28, 139-152.
董奇, 林崇德.(2011). 中国6~15岁儿童青少年心理发育关键指标与测评. 北京: 科学出版社.
李丹黎, 张卫, 李董平, 王艳辉.(2012). 父母行为控制、心理控制与青少年早期攻击和社会退缩的关系. 心理发展与教育, 28, 201-209.
李董平.(2012). 多重生态学风险因素与青少年社会适应: 风险建模与作用机制研究. 博士学位论文. 华南师范大学.
李董平, 张卫, 李丹黎, 王艳辉, 甄霜菊.(2012). 教养方式、气质对青少年攻击的影响: 独特、差别与中介效应检验. 心理学报, 44, 211-225.
王艳辉, 张卫, 彭家欣, 莫滨瑞, 熊丝.(2009). 亲子依恋、自我概念与大学生自我伤害的关系. 心理学探新, 29(5), 56-61.
文超, 张卫, 李董平, 喻承甫, 代维祝.(2010). 初中生感恩与学业成就的关系: 学习投入的中介作用. 心理发展与教育, 26, 598-605.
喻承甫, 张卫, 曾毅茵, 叶婷, 李月明, 王姝君.(2011). 青少年感恩与问题行为的关系: 学校联结的中介作用. 心理发展与教育, 27, 425-433.
余益兵, 葛明贵.(2010). 初中生感知的学校气氛的特点及其与学校适应的关系: 学校态度的中介作用. 中国临床心理学杂志, 18, 225-227.
张平平, 李凌艳, 辛涛.(2011). 学校氛围对学生数学成绩影响的跨文化比较: 基于多水平分析的结果. 心理发展与教育, 27, 625-632.
[1] ZHANG Lu, SUN Shan, YOU Zhiqi. The Effect of Internet Addiction on Academic Stress among College Students: The Mediating Role of Sleep Quality and Self-control [J]. Psychological Development and Education, 2024, 40(2): 279-287.
[2] TIAN Huidong, ZHANG Yuhong, SUN Haoxiang, LI Ying, Hanixia. The Effect of Teacher-student Relationship on Social Competence with Peers for Students with Intellectual Disabilities: A Moderated Mediation Model [J]. Psychological Development and Education, 2024, 40(1): 44-54.
[3] YUAN Yuan, LIANG Zhoujian, ZHANG Li. Structural School Climate and Depression among Middle School Students: A Moderated Mediation Model of Social Support and Gender [J]. Psychological Development and Education, 2023, 39(6): 869-876.
[4] CHEN Ying, ZHANG Ye, HAN Na, WANG Kai. The Influence of Campus Exclusion on Junior High School Students’ Online Deviant Behavior: The Serial Mediating of Relative Deprivation and Self-control [J]. Psychological Development and Education, 2023, 39(6): 887-894.
[5] XIONG Jie, FAN Cuiying, WEI Hua, YANG Xiujuan, LIAN Shuailei. The Effect of Mindfulness on Cyberbullying: A Moderated Mediation Model [J]. Psychological Development and Education, 2023, 39(5): 752-760.
[6] LI Tengfei, MA Yuxin, SONG Ruijun, CHEN Liang. Longitudinal Associations between Physical Victimization, Relational Victimization, and Academic Achievement during Early Adolescence: A Cross-lagged Panel Study [J]. Psychological Development and Education, 2023, 39(4): 559-567.
[7] XIN Guogang, ZHANG Libin, CHANG Ruisheng, ZHANG Yunyun. Bullying Victimization Trajectories in Early Adolescence: The Predictive Role of Depression, Self-esteem and Academic Achievement [J]. Psychological Development and Education, 2023, 39(4): 568-579.
[8] BAO Zhenzhou, CHU Yijia, WANG Fan, LIU Xixi. Adolescents' Outsider Behaviors in School Bullying: The Roles of School Climate, School Connectedness and Moral Disengagement [J]. Psychological Development and Education, 2023, 39(4): 580-589.
[9] ZHANG Lu, HUANG Xuefang, YOU Zhiqi, YE Na. Influence of Childhood Trauma on College Students' Belief in a Just World: A Moderated Mediation Model [J]. Psychological Development and Education, 2022, 38(6): 804-812.
[10] CAI Xuebin, GUI Shoucai, TANG Yiqi, ZHANG Shuo, XU Mingxing. The Impact of Parenting Styles on Resilience of Adolescent: The Chain Mediating Effect of Self-control and Regulatory Focus [J]. Psychological Development and Education, 2022, 38(4): 505-512.
[11] WANG Xiaofeng, YAN Liangshi, Ding Daoqun. The Effect of Adverse Childhood Experiences on Middle School Students’ Conscience: The Chain Mediating Role of Self-control Trait and Ego-depletion [J]. Psychological Development and Education, 2022, 38(4): 566-575.
[12] XIE Yuntian, SHI Zifu, YIN Lin, LAN Luo. A Meta-analysis of the Relationships between Chinese Parenting Styles and Children’s Academic Achievement [J]. Psychological Development and Education, 2022, 38(3): 366-379.
[13] WANG Guoxia, ZHAO Yang. A Meta-analysis about Teacher Autonomy-support and Student Academic Achievement: The Mediation of Psychological Need Satisfaction, Motivation and Engagement [J]. Psychological Development and Education, 2022, 38(3): 380-390.
[14] DING Qian, WANG Zhaoqi, ZHANG Yongxin, ZHOU Zongkui. The More “Gossip”, the More Addicted: The Relationship Between Interpersonal Curiosity and Social Networking Sites Addiction Tendencies in College Students [J]. Psychological Development and Education, 2022, 38(1): 118-125.
[15] ZHANG Guangzhen, LIANG Miao, LIANG Zongbao. A Longitudinal Study of the Influence of Parenting Styles on Social Adjustment of Preschool Children: Mediating Effects of Self-control [J]. Psychological Development and Education, 2021, 37(6): 800-807.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd