School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?

Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic perform...

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Authors: Escalante Mateos, Naiara, Fernández Zabala, Aranzazu, Goñi Palacios, Eider, Izar de la Fuente Díaz de Cerio, Iker
Format: article
Publication Date:2020
Country:España
Institution:Universidad del País Vasco
Repository:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/49777
Online Access:http://hdl.handle.net/10810/49777
Access Level:Open access
Keyword:school climate
resilience
perceived academic performance
adolescence
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spelling School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?Escalante Mateos, NaiaraFernández Zabala, AranzazuGoñi Palacios, EiderIzar de la Fuente Díaz de Cerio, Ikerschool climateresilienceperceived academic performanceadolescenceAlthough there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic performance, it is still unresolved which of the more specific aspects of climate are linked to this performance, as well as the degree to which an individual variable such as resilience can play a mediating role between both; these unknown factors constitute the objective of this study. A total of 731 students (mean age, Mage = 15.20 years; Standard Deviation, SD = 1.62) from the Basque Country participated; they completed the PACE-33 -school climate scale-, the CD-RISC10 -resilience scale- and the EBAE-10 -perceived academic performance subscale-. The full mediation model and the partial mediation model were tested. The results show that the model of choice is that of partial mediation: the resilience mediates the relationship between two specific aspects of the school climate (peer relationship and teachers’ ability to motivate) and perceived academic performance, and a third specific aspect (teachers’ expectations) has a direct relationship with perceived academic performance. These findings highlight the importance of attending to variables specific to the context in which the subject interacts, with the role of the teacher being especially important, in addition to promoting the development of resilience, due to the weight it has on the perception that students have about their school performance.This research was funded by the consolidated research group IT1217-19 of the Basque University System and of the project EDU2017-83949-P of the State Subprogram of Knowledge Generation of the Ministry of Economy, Industry and Competitiveness of Spain. Its first and last authors are beneficiaries of the Pre-doctoral Training Programme for Non-Doctoral Research Staff of the Basque Government’s Department of Education.MDPI2021202120202021info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/49777reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MINECO/EDU2017-83949-P/https://www.mdpi.com/2071-1050/13/1/68/htminfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/3.0/es/2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).oai:addi.ehu.eus:10810/497772026-06-18T09:23:17Z
dc.title.none.fl_str_mv School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
title School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
spellingShingle School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
Escalante Mateos, Naiara
school climate
resilience
perceived academic performance
adolescence
title_short School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
title_full School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
title_fullStr School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
title_full_unstemmed School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
title_sort School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?
dc.creator.none.fl_str_mv Escalante Mateos, Naiara
Fernández Zabala, Aranzazu
Goñi Palacios, Eider
Izar de la Fuente Díaz de Cerio, Iker
author Escalante Mateos, Naiara
author_facet Escalante Mateos, Naiara
Fernández Zabala, Aranzazu
Goñi Palacios, Eider
Izar de la Fuente Díaz de Cerio, Iker
author_role author
author2 Fernández Zabala, Aranzazu
Goñi Palacios, Eider
Izar de la Fuente Díaz de Cerio, Iker
author2_role author
author
author
dc.subject.none.fl_str_mv school climate
resilience
perceived academic performance
adolescence
topic school climate
resilience
perceived academic performance
adolescence
description Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic performance, it is still unresolved which of the more specific aspects of climate are linked to this performance, as well as the degree to which an individual variable such as resilience can play a mediating role between both; these unknown factors constitute the objective of this study. A total of 731 students (mean age, Mage = 15.20 years; Standard Deviation, SD = 1.62) from the Basque Country participated; they completed the PACE-33 -school climate scale-, the CD-RISC10 -resilience scale- and the EBAE-10 -perceived academic performance subscale-. The full mediation model and the partial mediation model were tested. The results show that the model of choice is that of partial mediation: the resilience mediates the relationship between two specific aspects of the school climate (peer relationship and teachers’ ability to motivate) and perceived academic performance, and a third specific aspect (teachers’ expectations) has a direct relationship with perceived academic performance. These findings highlight the importance of attending to variables specific to the context in which the subject interacts, with the role of the teacher being especially important, in addition to promoting the development of resilience, due to the weight it has on the perception that students have about their school performance.
publishDate 2020
dc.date.none.fl_str_mv 2020
2021
2021
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/49777
url http://hdl.handle.net/10810/49777
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MINECO/EDU2017-83949-P/
https://www.mdpi.com/2071-1050/13/1/68/htm
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/3.0/es/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
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