Gase Lauren N, Gomez Louis M, Kuo Tony, Glenn Beth A, Inkelas Moira, Ponce Ninez A
Department of Health Policy and Management, Fielding School of Public Health, University of California, Los Angeles.
Division of Chronic Disease and Injury Prevention, Los Angeles County Department of Public Health, 3530 Wilshire Blvd, 8th Floor, Los Angeles, CA 90010.
J Sch Health. 2017 May;87(5):319-328. doi: 10.1111/josh.12501.
School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they were related to each other and student outcomes.
The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014-2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and 5 outcomes of student well-being: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades.
Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes.
As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multidimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety.
学校氛围是改善学生福祉综合方法的一个组成部分；然而，对于其不同领域和测量方法之间的关系却知之甚少。我们研究了学校氛围的学生、教职工和管理方面的测量方法之间的关系，以了解它们彼此相关的程度以及与学生成果的关系。
样本包括2014 - 2015学年洛杉矶县121所学校的33572名中学生。构建了一个多层次回归模型，以检验学校氛围的领域和测量方法与学生福祉的5个成果之间的关联：抑郁症状或自杀意念、烟草使用、酒精使用、大麻使用和成绩。
学校氛围的学生、教职工和管理方面的测量方法之间相关性较弱。在学生成果与学生参与度和安全感报告之间发现了强关联，而学校教职工报告和学校氛围的管理方面测量方法与学生成果的关联有限。
当学校寻求测量和实施旨在改善学校氛围的干预措施时，应考虑将这些努力建立在对氛围的多维概念化基础上，这种概念化重视学生的观点，并包括参与度和安全感要素。
