The Influence of the Classroom Climate on Sustainable Education: A Mediation Analysis of Parental Involvement and School Diversity
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| Title: | The Influence of the Classroom Climate on Sustainable Education: A Mediation Analysis of Parental Involvement and School Diversity |
|---|---|
| Language: | English |
| Authors: | Cecilia Latorre-Cosculluela (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Parent Participation, Classroom Environment, Student Diversity, Sustainability, Parent Attitudes, Correlation, Cultural Awareness, Foreign Countries |
| Geographic Terms: | Spain |
| DOI: | 10.1111/ejed.70389 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | In recent years, educational contexts have gained attention in fostering inclusive and sustainable learning. This study analyses the relationships between parental involvement, classroom climate, attention to student diversity and sustainable education. The opinions of 1369 Spanish parents were collected. Applying structural equation modelling to analyse the data has shown that a positive classroom climate has a significant effect on the quality of attention to student diversity and parental involvement. Sustainable education is also influenced by classroom climate and attention to student diversity. Parental involvement was also found to have a significant mediating effect on the relationship between classroom climate and attention to student diversity. Finally, attention to student diversity also exerts a mediating effect on the relationship between classroom climate and achieving sustainable education. The results underscore the need for deeper analysis of these interrelated variables, emphasising that families, teachers and students form a unified whole. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497846 |
| Database: | ERIC |
| Abstract: | In recent years, educational contexts have gained attention in fostering inclusive and sustainable learning. This study analyses the relationships between parental involvement, classroom climate, attention to student diversity and sustainable education. The opinions of 1369 Spanish parents were collected. Applying structural equation modelling to analyse the data has shown that a positive classroom climate has a significant effect on the quality of attention to student diversity and parental involvement. Sustainable education is also influenced by classroom climate and attention to student diversity. Parental involvement was also found to have a significant mediating effect on the relationship between classroom climate and attention to student diversity. Finally, attention to student diversity also exerts a mediating effect on the relationship between classroom climate and achieving sustainable education. The results underscore the need for deeper analysis of these interrelated variables, emphasising that families, teachers and students form a unified whole. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70389 |
