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School Climate and Resilience Promoting Characteristics: Exploring Latent Patterns of Student Perceptions in California

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Bibliographic Details
Title: School Climate and Resilience Promoting Characteristics: Exploring Latent Patterns of Student Perceptions in California
Language: English
Authors: Capp, Gordon P. (ORCID 0000-0002-4255-957X), Sullivan, Kathrine S., Park, Yangjin
Source: Oxford Review of Education. 2023 49(5):664-680.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Grade 9
High Schools
Grade 11
Descriptors: Educational Environment, Resilience (Psychology), Student Characteristics, Grade 7, Grade 9, Grade 11, Middle School Students, High School Students, Multivariate Analysis, Predictor Variables, Student Development
Geographic Terms: California
DOI: 10.1080/03054985.2022.2146079
ISSN: 0305-4985
1465-3915
Abstract: Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1398549
Database: ERIC
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Abstract:Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students.
ISSN:0305-4985
1465-3915
DOI:10.1080/03054985.2022.2146079