ERIC Number: EJ1095828
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Self-Regulatory Climate: A Positive Attribute of Public Schools
Adams, Curt M.; Ware, Jordan K.; Miskell, Ryan C.; Forsyth, Patrick B.
Journal of Educational Research, v109 n2 p169-180 2016
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms--collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance.
Descriptors: Public Schools, Teacher Expectations of Students, Trust (Psychology), Teacher Student Relationship, Learner Engagement, Educational Environment, Predictive Validity, Structural Equation Models, School Effectiveness, Likert Scales, Performance Factors, Achievement Need, Surveys
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A