O'Malley Meagan, Voight Adam, Renshaw Tyler L, Eklund Katie
Health and Human Development Program.
Department of Psychology, Louisiana State University.
Sch Psychol Q. 2015 Mar;30(1):142-157. doi: 10.1037/spq0000076. Epub 2014 Aug 11.
School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance (i.e., self-reported [grade point average] GPA). The present sample consisted of 902 California public high schools, including responses from over 490,000 students in Grades 9 and 11. Results indicated that, regardless of family structure, students with more positive school climate perceptions self-reported higher GPAs. Youths with two-parent, one-parent, and homeless family structures displayed stepwise, linear improvements in self-reported GPA as perceptions of climate improved. Foster-care students' positive school climate perceptions had a weaker effect on their self-reported GPA compared with students living in other family structures. A unique curvilinear trend was found for homeless students, as the relationship between their school climate perceptions and self-reported GPA was stronger at lower levels. Overall, the moderation effect of positive school climate perceptions on self-reported GPA was strongest for homeless youth and youth from one-parent homes, suggesting that school climate has a protective effect for students living in these family structures. A protective effect was not found for youth in foster-care. Implications for research and practice are discussed.
学校氛围因其与青少年一系列理想的学业、行为和社会情感成果之间的关系而受到赞誉。本研究检验了以下假设：学校氛围通过考察学生对学校氛围的感知对家庭结构（即双亲家庭、单亲家庭、寄养家庭和无家可归家庭）与学业成绩（即自我报告的平均绩点[GPA]）之间关系的调节作用，来抵消青少年的家庭 - 学校风险。本样本包括902所加利福尼亚州的公立高中，其中有来自49万多名九年级和十一年级学生的回复。结果表明，无论家庭结构如何，对学校氛围感知更积极的学生自我报告的GPA更高。随着对学校氛围感知的改善，双亲家庭、单亲家庭和无家可归家庭结构的青少年在自我报告的GPA上呈现出逐步的线性改善。与生活在其他家庭结构中的学生相比，寄养家庭学生对学校氛围的积极感知对其自我报告的GPA影响较弱。无家可归学生呈现出一种独特的曲线趋势，因为他们对学校氛围的感知与自我报告的GPA之间的关系在较低水平时更强。总体而言，积极的学校氛围感知对自我报告的GPA的调节作用在无家可归青少年和单亲家庭青少年中最为显著，这表明学校氛围对生活在这些家庭结构中的学生具有保护作用。但未发现对寄养家庭青少年有保护作用。文中讨论了研究和实践方面的启示。
