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NCJ Number: 249656 Find in a Library
Title: Measurement and Structural Relations of an Authoritative School Climate Model: A Multi-level Latent Variable investigation
Journal: Journal of School Psychology  Volume:53  Issue:6  Dated:December 2015  Pages:447-461
Author(s): T. R. Konold; D. Cornell
Date Published: December 2015
Page Count: 15
Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Grant Number: 2012-JF-FX-0062
Document: PDF
Type: Report (Grant Sponsored); Report (Study/Research); Research (Applied/Empirical)
Format: Article; Document (Online)
Language: English
Country: United States of America
Annotation: This study tested a conceptual model of school climate in which two key elements of an authoritative school - structure and support variables - are associated with student engagement in school and lower levels of peer aggression.
Abstract: Overall, study findings support the extension of authoritative school climate model to high school and guide further research on the conditions for a positive school climate. The study conducted multilevel multivariate structural modeling in a statewide sample of 48,027 students in 323 public high schools, who completed the Authoritative School Climate Survey. As hypothesized, two measures of structure (Disciplinary Structure and Academic Expectations) and two measures of support (Respect for Students and Willingness to Seek Help) were associated with higher student engagement (Affective Engagement and Cognitive Engagement) and lower peer aggression (Prevalence of Teasing and Bullying) on both student and school levels of analysis, controlling for the effects of school demographics (school size, percentage of minority students, and percentage of low income students). (Publisher abstract modified)
Main Term(s): Juvenile Delinquency prevention planning
Index Term(s): OJJDP grant-related documents; OJJDP Resources; school climate; School delinquency programs; School discipline; School maladjustment
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