The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents
This study explored students' perceptions of 3 dimensions of school climate (teacher support, student-student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United Stat...
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| Veröffentlicht in: | Child development 2009-09, Vol.80 (5), p.1514-1530 |
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| creator | Jia, Yueming Way, Niobe Ling, Guangming Yoshikawa, Hirokazu Chen, Xinyin Hughes, Diane Ke, Xiaoyan Lu, Zuhong |
| description | This study explored students' perceptions of 3 dimensions of school climate (teacher support, student-student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student-student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student-student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents. |
| doi_str_mv | 10.1111/j.1467-8624.2009.01348.x |
| format | Article |
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Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student-student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student-student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/j.1467-8624.2009.01348.x</identifier><identifier>PMID: 19765015</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Academic achievement ; Adaptation, Psychological ; Adjustment ; Adolescent ; Adolescents ; American people ; Americans ; Biological and medical sciences ; Child ; Child development ; Child health ; China ; Chinese ; Classrooms ; Comparative analysis ; Cross-Cultural Comparison ; Depression (Psychology) ; Depressive disorders ; Educational Environment ; Educational psychology ; Educational Status ; Emotional adjustment ; Emotions ; Empirical Articles ; Faculty ; Family studies ; Female ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Grade Point Average ; Humans ; International comparisons ; Interpersonal Relations ; Male ; Middle School Students ; Middle schools ; New York ; New York City ; Peer Relationship ; Perception ; Perceptions ; Perceptual motor coordination ; Personal Autonomy ; Psychological Tests ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; School adjustment ; School environment ; Schools ; Self Concept ; Self Esteem ; Social Adjustment ; Social Environment ; Social Perception ; Student Adjustment ; Student Attitudes ; Students ; Students - psychology ; Symptoms (Individual Disorders) ; Teacher Student Relationship ; Teachers</subject><ispartof>Child development, 2009-09, Vol.80 (5), p.1514-1530</ispartof><rights>Copyright 2009 The Society for Research in Child Development, Inc.</rights><rights>2009, Copyright the Author(s). Journal Compilation © 2009, Society for Research in Child Development, Inc.</rights><rights>2009 INIST-CNRS</rights><rights>Copyright Blackwell Publishing Ltd. 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Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student-student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student-student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.</description><subject>Academic achievement</subject><subject>Adaptation, Psychological</subject><subject>Adjustment</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>American people</subject><subject>Americans</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Child health</subject><subject>China</subject><subject>Chinese</subject><subject>Classrooms</subject><subject>Comparative analysis</subject><subject>Cross-Cultural Comparison</subject><subject>Depression (Psychology)</subject><subject>Depressive disorders</subject><subject>Educational Environment</subject><subject>Educational psychology</subject><subject>Educational Status</subject><subject>Emotional adjustment</subject><subject>Emotions</subject><subject>Empirical Articles</subject><subject>Faculty</subject><subject>Family studies</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade Point Average</subject><subject>Humans</subject><subject>International comparisons</subject><subject>Interpersonal Relations</subject><subject>Male</subject><subject>Middle School Students</subject><subject>Middle schools</subject><subject>New York</subject><subject>New York City</subject><subject>Peer Relationship</subject><subject>Perception</subject><subject>Perceptions</subject><subject>Perceptual motor coordination</subject><subject>Personal Autonomy</subject><subject>Psychological Tests</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. 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Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student-student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student-student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>19765015</pmid><doi>10.1111/j.1467-8624.2009.01348.x</doi><tpages>17</tpages></addata></record> |
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| ispartof | Child development, 2009-09, Vol.80 (5), p.1514-1530 |
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| source | MEDLINE; Wiley Online Library Journals Frontfile Complete; Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; Education Source |
| subjects | Academic achievement Adaptation, Psychological Adjustment Adolescent Adolescents American people Americans Biological and medical sciences Child Child development Child health China Chinese Classrooms Comparative analysis Cross-Cultural Comparison Depression (Psychology) Depressive disorders Educational Environment Educational psychology Educational Status Emotional adjustment Emotions Empirical Articles Faculty Family studies Female Foreign Countries Fundamental and applied biological sciences. Psychology Grade Point Average Humans International comparisons Interpersonal Relations Male Middle School Students Middle schools New York New York City Peer Relationship Perception Perceptions Perceptual motor coordination Personal Autonomy Psychological Tests Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure School adjustment School environment Schools Self Concept Self Esteem Social Adjustment Social Environment Social Perception Student Adjustment Student Attitudes Students Students - psychology Symptoms (Individual Disorders) Teacher Student Relationship Teachers |
| title | The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents |
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