Zynuddin Siti Nadya, Kenayathulla Husaina Banu, Sumintono Bambang
Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia.
Faculty of Education, Universitas Islam International Indonesia, Depok, Indonesia.
Heliyon. 2023 Mar 23;9(4):e14773. doi: 10.1016/j.heliyon.2023.e14773. eCollection 2023 Apr.
The school climate plays a substantial part in student development. A positive and nurturing school climate encourages the growth of all-rounders and holistic individuals. Past literature has highlighted several domains related to the school climate, including academic performance, well-being, student engagement, attendance in school, delinquent behaviors, bullying, and school safety. However, little is known about the development of other related domains, like non-cognitive skills, in school. The purpose of the study is to review the linkages of school climate with the development of students' non-cognitive skills. The current study employs a systematic literature review that adheres to PRISMA to determine the association between school climate and students' non-cognitive skills. First, this study conducted three stages of rigorous and systematic searching: identification, screening, and eligibility. As a result of the search, this study identified 65 relevant articles from Scopus, Web of Science, and ScienceDirect as the leading databases and Google Scholar and Dimension. ai as supporting databases. Next, the current study highlights five clusters based on the analysis of network visualization by the VOSviewer software. These clusters are: the non-cognitive skills' intrapersonal and interpersonal key characteristics, a nurturing school climate and the presence of non-cognitive skills mitigate deviant behaviour in school settings, the non-cognitive skills as a predictor of academic outcomes, the multifaceted antecedents of school climate in promoting the development of student non-cognitive skills, the role of school domains and non-cognitive attributes towards students' cognitive development. This systematic literature review contributes a novel framework and an in-depth understanding of the relationship between school climate and students' non-cognitive skills. The current research serves as a starting point for future researchers to delve deeper into this subject matter to provide educational organisations with valuable guidance when navigating for better educational outcomes. In addition, the current review will shed light on the school climate and students' non-cognitive skills to further examine what has already been learnt and the missing links, contributing to the body of knowledge on this topic.
学校氛围在学生发展中起着重要作用。积极且具培育性的学校氛围鼓励全面发展的人才成长。过去的文献强调了与学校氛围相关的几个领域，包括学业成绩、幸福感、学生参与度、在校出勤率、违纪行为、欺凌以及学校安全。然而，对于学校中其他相关领域，如非认知技能的发展，我们了解甚少。本研究的目的是回顾学校氛围与学生非认知技能发展之间的联系。当前的研究采用了遵循PRISMA的系统文献综述方法，以确定学校氛围与学生非认知技能之间的关联。首先，本研究进行了三个严格且系统的搜索阶段：识别、筛选和合格性评估。搜索结果显示，本研究从Scopus、Web of Science和ScienceDirect这三个主要数据库以及Google Scholar和Dimension.ai这两个辅助数据库中识别出65篇相关文章。接下来，本研究基于VOSviewer软件对网络可视化的分析突出了五个聚类。这些聚类分别是：非认知技能的个人内部和人际关键特征、培育性的学校氛围以及非认知技能的存在可减轻学校环境中的偏差行为、非认知技能作为学业成果的预测指标、学校氛围在促进学生非认知技能发展方面的多方面前因、学校领域和非认知属性对学生认知发展的作用。这一系统文献综述为学校氛围与学生非认知技能之间的关系贡献了一个新颖的框架和深入的理解。当前的研究为未来的研究者深入探究这一主题提供了一个起点，以便在寻求更好的教育成果时为教育机构提供有价值的指导。此外，当前的综述将阐明学校氛围和学生的非认知技能，以进一步审视已有的知识以及缺失的环节，为这一主题的知识体系做出贡献。
