ERIC Number: EJ1163463
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Authoritative School Climate, Number of Parents at Home, and Academic Achievement
Huang, Francis L.; Eklund, Katie; Cornell, Dewey G.
School Psychology Quarterly, v32 n4 p480-496 Dec 2017
School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed.
Descriptors: Educational Environment, Academic Achievement, Hypothesis Testing, Family Structure, One Parent Family, Middle School Students, Grade Point Average, Family Influence, Expectation, Correlation, Parents, Student Surveys, Discipline, Student Needs, Likert Scales, Socioeconomic Status, Statistical Analysis, Regression (Statistics)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Sponsor: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: 2012JFFX0062