Civic Behavior and Sense of Belonging at School: The Moderating Role of School Climate
Abstract The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevan...
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| Autor*in: |
Encina, Yonatan [verfasserIn] Berger, Christian [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 |
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| Übergeordnetes Werk: |
Enthalten in: Child indicators research - Dordrecht : Springer Netherlands, 2008, 14(2021), 4 vom: 01. März, Seite 1453-1477 |
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| Übergeordnetes Werk: |
volume:14 ; year:2021 ; number:4 ; day:01 ; month:03 ; pages:1453-1477 |
| Links: |
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| DOI / URN: |
10.1007/s12187-021-09809-0 |
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| Katalog-ID: |
SPR044707428 |
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| 520 | |a Abstract The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2% females, and 12.188 adults, 75% teachers and 25% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. In addition, both student support and disciplinary structure (as reported by adults) showed a positive and direct effect on student civic engagement. However, a closer analysis of moderating effects revealed that only student support had an impact on the relationship between sense of belonging and civic behaviors of students within schools. These findings extend prior research on the association between sense of belonging and civic engagement by including the role of school climate, and in turn, inform the potential use of school-based efforts aimed at promoting adolescents’ civic engagement in middle and high school. | ||
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10.1007/s12187-021-09809-0 doi (DE-627)SPR044707428 (SPR)s12187-021-09809-0-e DE-627 ger DE-627 rakwb eng 300 ASE Encina, Yonatan verfasserin aut Civic Behavior and Sense of Belonging at School: The Moderating Role of School Climate 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 Abstract The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2% females, and 12.188 adults, 75% teachers and 25% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. In addition, both student support and disciplinary structure (as reported by adults) showed a positive and direct effect on student civic engagement. However, a closer analysis of moderating effects revealed that only student support had an impact on the relationship between sense of belonging and civic behaviors of students within schools. These findings extend prior research on the association between sense of belonging and civic engagement by including the role of school climate, and in turn, inform the potential use of school-based efforts aimed at promoting adolescents’ civic engagement in middle and high school. Civic engagement (dpeaa)DE-He213 School belonging (dpeaa)DE-He213 School climate (dpeaa)DE-He213 Civic behavior (dpeaa)DE-He213 Berger, Christian verfasserin aut Enthalten in Child indicators research Dordrecht : Springer Netherlands, 2008 14(2021), 4 vom: 01. März, Seite 1453-1477 (DE-627)56600772X (DE-600)2424782-0 1874-8988 nnns volume:14 year:2021 number:4 day:01 month:03 pages:1453-1477 https://dx.doi.org/10.1007/s12187-021-09809-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 14 2021 4 01 03 1453-1477 |
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10.1007/s12187-021-09809-0 doi (DE-627)SPR044707428 (SPR)s12187-021-09809-0-e DE-627 ger DE-627 rakwb eng 300 ASE Encina, Yonatan verfasserin aut Civic Behavior and Sense of Belonging at School: The Moderating Role of School Climate 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 Abstract The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2% females, and 12.188 adults, 75% teachers and 25% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. In addition, both student support and disciplinary structure (as reported by adults) showed a positive and direct effect on student civic engagement. However, a closer analysis of moderating effects revealed that only student support had an impact on the relationship between sense of belonging and civic behaviors of students within schools. These findings extend prior research on the association between sense of belonging and civic engagement by including the role of school climate, and in turn, inform the potential use of school-based efforts aimed at promoting adolescents’ civic engagement in middle and high school. Civic engagement (dpeaa)DE-He213 School belonging (dpeaa)DE-He213 School climate (dpeaa)DE-He213 Civic behavior (dpeaa)DE-He213 Berger, Christian verfasserin aut Enthalten in Child indicators research Dordrecht : Springer Netherlands, 2008 14(2021), 4 vom: 01. März, Seite 1453-1477 (DE-627)56600772X (DE-600)2424782-0 1874-8988 nnns volume:14 year:2021 number:4 day:01 month:03 pages:1453-1477 https://dx.doi.org/10.1007/s12187-021-09809-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 14 2021 4 01 03 1453-1477 |
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Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2% females, and 12.188 adults, 75% teachers and 25% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. 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Encina, Yonatan |
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Civic Behavior and Sense of Belonging at School: The Moderating Role of School Climate |
| abstract |
Abstract The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2% females, and 12.188 adults, 75% teachers and 25% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. In addition, both student support and disciplinary structure (as reported by adults) showed a positive and direct effect on student civic engagement. However, a closer analysis of moderating effects revealed that only student support had an impact on the relationship between sense of belonging and civic behaviors of students within schools. These findings extend prior research on the association between sense of belonging and civic engagement by including the role of school climate, and in turn, inform the potential use of school-based efforts aimed at promoting adolescents’ civic engagement in middle and high school. © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 |
| abstractGer |
Abstract The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2% females, and 12.188 adults, 75% teachers and 25% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. In addition, both student support and disciplinary structure (as reported by adults) showed a positive and direct effect on student civic engagement. However, a closer analysis of moderating effects revealed that only student support had an impact on the relationship between sense of belonging and civic behaviors of students within schools. These findings extend prior research on the association between sense of belonging and civic engagement by including the role of school climate, and in turn, inform the potential use of school-based efforts aimed at promoting adolescents’ civic engagement in middle and high school. © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 |
| abstract_unstemmed |
Abstract The present study focuses on the moderating role of school climate to promote students’ civic behaviors in their school. Following the Authoritative School Climate Theory, it is proposed that two key dimension of school social climate (student support and disciplinary structure) are relevant to explain students’ civic engagement within their schools. Using survey data from a representative sample of the Chilean student population (N = 38,286 7th to 12th graders, 51.2% females, and 12.188 adults, 75% teachers and 25% school staff members from 754 schools) the present study tested the relative contribution of student support and disciplinary structure on students civic behaviors, directly and interacting with their sense of belonging. A series of two-level hierarchical linear modeling analyses revealed that, after controlling for sex, school phase, school size, and school administrative dependency, student sense of belonging was positively related to civic engagement within their schools. In addition, both student support and disciplinary structure (as reported by adults) showed a positive and direct effect on student civic engagement. However, a closer analysis of moderating effects revealed that only student support had an impact on the relationship between sense of belonging and civic behaviors of students within schools. These findings extend prior research on the association between sense of belonging and civic engagement by including the role of school climate, and in turn, inform the potential use of school-based efforts aimed at promoting adolescents’ civic engagement in middle and high school. © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 |
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Civic Behavior and Sense of Belonging at School: The Moderating Role of School Climate |
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https://dx.doi.org/10.1007/s12187-021-09809-0 |
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Berger, Christian |
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| score |
7.401473 |