دورية أكاديمية
The contribution of school climate, socioeconomic status, ethnocultural affiliation, and school level to language arts scores: A multilevel moderated mediation model.
| العنوان: | The contribution of school climate, socioeconomic status, ethnocultural affiliation, and school level to language arts scores: A multilevel moderated mediation model. |
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| المؤلفون: | Berkowitz R; School of Social Work, University of Haifa, Israel. Electronic address: rrutberko@gmail.com., Ben-Artzi E; College of Law and Business and Bar Ilan University, Israel. |
| المصدر: | Journal of school psychology [J Sch Psychol] 2024 Jun; Vol. 104, pp. 101281. Date of Electronic Publication: 2024 Mar 13. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Pergamon Press Country of Publication: United States NLM ID: 0050303 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3506 (Electronic) Linking ISSN: 00224405 NLM ISO Abbreviation: J Sch Psychol Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: Elmsford Ny : Pergamon Press Original Publication: Columbus, Ohio. |
| مواضيع طبية MeSH: | Language Arts* , Schools* , Social Class* , Students*/psychology , Students*/statistics & numerical data, Adolescent ; Child ; Female ; Humans ; Male ; Academic Success ; Ethnicity/psychology ; Ethnicity/statistics & numerical data ; Israel/ethnology ; Social Environment |
| مستخلص: | Evidence suggests that schools can promote academic success and higher grades by reducing the negative effect of socioeconomic disadvantage through the mediation of a positive climate. However, a critical question largely remains unanswered: Does the mediation of positive school climate on the link between socioeconomic background and academic achievement remain similar for all schools in all cultures and among all ethnic groups? Using a nationally representative database with school climate and language arts test scores of primary and secondary Hebrew and Arabic language schools in Israel (N = 1188), we examined the contribution of both internal (i.e., school climate and grade level) and external (i.e., ethnocultural and socioeconomic backgrounds) influences on schools' language arts test scores. Using multilevel analyses, findings indicated that the magnitude of the mediation of positive school climate, as manifested by a greater sense of security and decreased school violence, in the link between socioeconomic status and test scores was significant only for elementary schools educating Arabic language minority populations and not for nonminority elementary Hebrew language schools. However, this was not the case for secondary schools, where evidence of higher test scores in schools with positive school climate did not emerge. Despite the many socioeconomic obstacles that ethnocultural minority students face, these results indicate that schools prioritizing a positive climate can increase academic opportunities and level the playing field for students from vulnerable cultures and backgrounds. School professionals are encouraged to invest resources that improve school climate to support underprivileged students' prosperity, especially in schools educating students from minoritized backgrounds, where more significant contributions likely exist. Implications for educational policy and future research are discussed. Competing Interests: Declaration of competing interest None. (Copyright © 2024. Published by Elsevier Ltd.) |
| فهرسة مساهمة: | Keywords: Ethnocultural minority; Language test scores; Mediation; Moderation; School climate |
| تواريخ الأحداث: | Date Created: 20240613 Date Completed: 20240613 Latest Revision: 20240920 |
| رمز التحديث: | 20240920 |
| DOI: | 10.1016/j.jsp.2024.101281 |
| PMID: | 38871406 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1873-3506 |
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| DOI: | 10.1016/j.jsp.2024.101281 |