School climate and academic performance of Italian students: the role of disciplinary behaviour and parental involvement

Sergio Longobardi (), Margherita Maria Pagliuca () and Andrea Regoli ()
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Sergio Longobardi: University of Naples Parthenope
Margherita Maria Pagliuca: University of Naples Parthenope
Andrea Regoli: University of Naples Parthenope

Statistical Methods & Applications, 2022, vol. 31, issue 5, No 11, 1355-1373

Abstract: Abstract Educational researchers have increasingly recognised the importance of school climate as a malleable factor for improving academic performance. In this perspective, we exploit the data collected by the Italian Institute for the Evaluation of the Education System (INVALSI) to assess the effect of some school climate related factors on academic performance of tenth-grade Italian students. A Multilevel Bayesian Structural Equation Model (MBSEM) is adopted to highlight the effect of some relevant dimensions of school climate (students’ disciplinary behaviour and parents’ involvement) on academic performance and their role on the relationships between student socioeconomic status and achievement. The main findings show that disciplinary behaviour, on the one hand, directly influences the level of competence of the students, and, on the other hand, it partly mediates the effect of socioeconomic background whereas parents’ involvement does not appear to exert any significant effect on students’ performance.

Keywords: Academic achievement; Parental involvement; Students’ disciplinary behaviour; Multilevel Bayesian SEM; Malleable policy factors (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/s10260-022-00632-7

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