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The Role of Organisational Ethical Climate in Shaping Students' Class Identification and Their Educational Outcomes

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Title: The Role of Organisational Ethical Climate in Shaping Students' Class Identification and Their Educational Outcomes
Language: English
Authors: Chiara Parisse (ORCID 0009-0006-6105-8670), Mara Marini, Stefano Pagliaro, Fabio Presaghi, Stefano Livi
Source: Social Psychology of Education: An International Journal. 2025 28(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Organizational Climate, Ethics, Friendship, Peer Relationship, Identification, Student School Relationship, Potential Dropouts, Well Being, Academic Achievement, Classroom Environment, Outcomes of Education, Moral Values, Norms
DOI: 10.1007/s11218-025-10136-3
ISSN: 1381-2890
1573-1928
Abstract: The present study extends the concept of Organisational Ethical Climate (OEC) to the school context, addressing a gap in the literature that has predominantly investigated this construct in workplace settings. We investigated how shared ethical norms within school shape students' class identification and, in turn, key educational outcomes such as wellbeing, academic performance, and dropout intentions. Specifically, we investigated how the OEC (of friendship or self-interest) was associated with positive bonds between classmates, i.e., class identification, and how it could be associated directly and indirectly with school dropout intentions, students' well-being, and academic performance. To investigate this, we proposed a multilevel 2-2-1 structural equation model exploring both individual-level and class-level perceptions on 730 (M age = 16.7, SD = 1.36; 55.5% boys, 43% girls, and 1.5% nonbinary) high school students and 47 classes. Results revealed that only the friendship climate was significantly related to stronger class identification, which in turn shapes its association with the outcomes. In conclusion, our study underscored the pivotal role of the OEC within schools in shaping various educational outcomes. Incorporating this dimension into the school climate assessment can enhance our understanding of how informal moral norms could shape school dynamics.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489741
Database: ERIC
FullText Text:
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  Data: The Role of Organisational Ethical Climate in Shaping Students' Class Identification and Their Educational Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Chiara+Parisse%22">Chiara Parisse</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0006-6105-8670">0009-0006-6105-8670</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mara+Marini%22">Mara Marini</searchLink><br /><searchLink fieldCode="AR" term="%22Stefano+Pagliaro%22">Stefano Pagliaro</searchLink><br /><searchLink fieldCode="AR" term="%22Fabio+Presaghi%22">Fabio Presaghi</searchLink><br /><searchLink fieldCode="AR" term="%22Stefano+Livi%22">Stefano Livi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Social+Psychology+of+Education%3A+An+International+Journal%22"><i>Social Psychology of Education: An International Journal</i></searchLink>. 2025 28(1).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 25
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Organizational+Climate%22">Organizational Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Student+School+Relationship%22">Student School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Potential+Dropouts%22">Potential Dropouts</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+Values%22">Moral Values</searchLink><br /><searchLink fieldCode="DE" term="%22Norms%22">Norms</searchLink>
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  Data: 10.1007/s11218-025-10136-3
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  Data: 1381-2890<br />1573-1928
– Name: Abstract
  Label: Abstract
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  Data: The present study extends the concept of Organisational Ethical Climate (OEC) to the school context, addressing a gap in the literature that has predominantly investigated this construct in workplace settings. We investigated how shared ethical norms within school shape students' class identification and, in turn, key educational outcomes such as wellbeing, academic performance, and dropout intentions. Specifically, we investigated how the OEC (of friendship or self-interest) was associated with positive bonds between classmates, i.e., class identification, and how it could be associated directly and indirectly with school dropout intentions, students' well-being, and academic performance. To investigate this, we proposed a multilevel 2-2-1 structural equation model exploring both individual-level and class-level perceptions on 730 (M age = 16.7, SD = 1.36; 55.5% boys, 43% girls, and 1.5% nonbinary) high school students and 47 classes. Results revealed that only the friendship climate was significantly related to stronger class identification, which in turn shapes its association with the outcomes. In conclusion, our study underscored the pivotal role of the OEC within schools in shaping various educational outcomes. Incorporating this dimension into the school climate assessment can enhance our understanding of how informal moral norms could shape school dynamics.
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        Value: 10.1007/s11218-025-10136-3
    Languages:
      – Text: English
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      – SubjectFull: Ethics
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      – SubjectFull: Friendship
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      – SubjectFull: Student School Relationship
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      – SubjectFull: Potential Dropouts
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      – SubjectFull: Well Being
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      – SubjectFull: Moral Values
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