The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents
Authors: Jia, Yueming1; Way, Niobe2; Ling, Guangming3; Yoshikawa, Hirokazu4; Chen, Xinyin5; Hughes, Diane2; Ke, Xiaoyan6; Lu, Zuhong1
Source: Child Development, Volume 80, Number 5, September/October 2009 , pp. 1514-1530(17)
Publisher: Blackwell Publishing
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Abstract:
This study explored students' perceptions of 3 dimensions of school climate (teacher support, student-student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student-student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student-student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.Document Type: Research article
DOI: 10.1111/j.1467-8624.2009.01348.x
Affiliations: 1: Southeast University 2: New York University 3: Educational Testing Service (ETS) 4: Harvard University 5: University of Western Ontario 6: Nanjing Brain Hospital
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