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

Naiara Escalante Mateos, Arantza Fernández-Zabala, Eider Goñi Palacios and Iker Izar- de-la-Fuente Díaz-de-Cerio
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Naiara Escalante Mateos: Department of Developmental and Educational Psychology, Education and Sports Faculty of Vitoria-Gasteiz, University of the Basque Country (UPV/EHU), Juan Ibañez de Sto.Domingo 1 Street, 01006 Vitoria-Gasteiz, Spain
Arantza Fernández-Zabala: Department of Developmental and Educational Psychology, Education and Sports Faculty of Vitoria-Gasteiz, University of the Basque Country (UPV/EHU), Juan Ibañez de Sto.Domingo 1 Street, 01006 Vitoria-Gasteiz, Spain
Eider Goñi Palacios: Department of Developmental and Educational Psychology, Education and Sports Faculty of Vitoria-Gasteiz, University of the Basque Country (UPV/EHU), Juan Ibañez de Sto.Domingo 1 Street, 01006 Vitoria-Gasteiz, Spain
Iker Izar- de-la-Fuente Díaz-de-Cerio: Department of Developmental and Educational Psychology, Education and Sports Faculty of Vitoria-Gasteiz, University of the Basque Country (UPV/EHU), Juan Ibañez de Sto.Domingo 1 Street, 01006 Vitoria-Gasteiz, Spain

Sustainability, 2020, vol. 13, issue 1, 1-14

Abstract: 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, M age = 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.

Keywords: school climate; resilience; perceived academic performance; adolescence (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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