Swedish Institute for Social Research (SOFI), Stockholm University, SE-106 91, Stockholm, Sweden.
Department of Public Health Sciences, Stockholm University, SE-106 91, Stockholm, Sweden.
J Adolesc. 2019 Jan;70:62-73. doi: 10.1016/j.adolescence.2018.11.007. Epub 2018 Dec 10.
Future orientation (FO) refers to individuals' beliefs and feelings about their future. Earlier research has primarily investigated correlates of FO at the individual and family level, but it seems likely that FO is also shaped by other central agents or institutions, such as the school. Earlier studies have found positive associations between "school effectiveness" and student performance, and negative associations in relation to e.g., bullying, delinquency, and health risk behaviors. The current study investigated three teacher-reported features of school effectiveness - school leadership, teacher cooperation and consensus, and school ethos - and their links with student-reported FO.
Survey data were collected in 2016 among 5131 students (aged 17-18 years) and 1061 teachers in 46 upper secondary schools in Stockholm, Sweden, and merged with school-level register data. Two-level binary logistic regression analyses were performed.
The analyses showed that higher teacher ratings of school leadership and school ethos were associated with a greater likelihood of reporting an optimistic FO among students. Teacher cooperation and consensus was however not associated with students' FO.
The findings indicate that the school environment contributes to shaping students' beliefs about their future. Thus, enhancing features of school effectiveness may be a way of promoting a positive development and brighter objective future prospects for the young, via pathways such as good student-teacher relations and academic motivation and achievement.
未来取向（FO）是指个体对未来的信念和感受。早期的研究主要调查了个体和家庭层面上的 FO 相关因素，但似乎 FO 也受到其他核心代理人或机构的影响，例如学校。早期的研究发现，“学校效能”与学生成绩之间存在积极的关联，而与欺凌、犯罪和健康风险行为等方面则存在消极的关联。本研究调查了学校效能的三个教师报告特征——学校领导、教师合作与共识以及学校风气——及其与学生报告的 FO 之间的联系。
2016 年，在瑞典斯德哥尔摩的 46 所高中，对 5131 名学生（年龄在 17-18 岁）和 1061 名教师进行了调查，并与学校层面的登记数据合并。采用两水平二元逻辑回归分析。
分析表明，教师对学校领导和学校风气的评价越高，学生报告积极的 FO 的可能性就越大。然而，教师合作与共识与学生的 FO 无关。
研究结果表明，学校环境有助于塑造学生对未来的信念。因此，通过改善师生关系、激发学习动机和提高学习成绩等途径，增强学校效能的特征可能是促进年轻人积极发展和更光明的客观未来前景的一种方式。
