Dimitrova Radosveta, Ferrer-Wreder Laura, Ahlen Johan
1Department of Psychology, Stockholm University, Frescati Hagv. 14, 106 91 Stockholm, Sweden.
2Department of Psychology, Uppsala University, Box 1225, 751 42 Uppsala, Sweden.
Child Youth Care Forum. 2018;47(5):645-658. doi: 10.1007/s10566-018-9451-4. Epub 2018 Apr 5.
School climate can promote students' academic achievement and high educational aspirations. School climate refers to the quality and character of school life, norms, values, social interactions and organizational processes within a school.
We examined for the present sample whether (a) school climate relates to academic achievement and educational aspirations and (b) such relations vary for Roma minority compared to their majority peers.
Participants in this cross-sectional study were 356 adolescents aged 11-19 years old (159 Roma, 197 Bulgarian majority), 332 mothers (149 Roma, 183 majority), 231 fathers (104 Roma, 127 majority) and 221 majority teachers who completed self-report surveys to address the study goals. Adolescents provided data on educational aspirations and academic achievement, parents on their children's educational aspirations and teachers reported on school climate. We employed linear mixed models to explore associations of school climate, academic achievement and educational aspirations among Roma and Bulgarian majority youth.
There were negative associations between teacher-reported school climate and students' academic achievement, as well as adolescent and parental educational aspirations for Roma adolescents only. Roma adolescents and parents reported lower academic achievement and educational aspirations than their majority counterparts.
This study supports the relevance of school climate in relation to academic achievement and aspirations of disadvantaged minority students. Interventions should pay close attention to perceptions and attitudes in a school to successfully promote positive outcomes among students.
学校氛围能够促进学生的学业成绩和高远的教育抱负。学校氛围指的是学校生活的质量和特点、规范、价值观、社会互动以及学校内部的组织流程。
针对当前样本，我们考察了（a）学校氛围是否与学业成绩和教育抱负相关，以及（b）与多数群体同龄人相比，罗姆少数民族的这种关系是否有所不同。
这项横断面研究的参与者包括356名11至19岁的青少年（159名罗姆人，197名保加利亚多数群体）、332名母亲（149名罗姆人，183名多数群体）、231名父亲（104名罗姆人，127名多数群体）以及221名多数群体教师，他们完成了自我报告调查以实现研究目标。青少年提供了关于教育抱负和学业成绩的数据，父母提供了关于其子女教育抱负的数据，教师报告了学校氛围。我们采用线性混合模型来探究罗姆人和保加利亚多数群体青少年的学校氛围、学业成绩和教育抱负之间的关联。
仅对于罗姆青少年而言，教师报告的学校氛围与学生的学业成绩、青少年及父母的教育抱负之间存在负相关。罗姆青少年及其父母报告的学业成绩和教育抱负低于多数群体同龄人。
本研究支持学校氛围与弱势少数民族学生的学业成绩和抱负之间的相关性。干预措施应密切关注学校中的观念和态度，以成功促进学生取得积极成果。
