Authoritative school climate, number of parents at home, and academic achievement.
作者： Francis L. Huang , Katie Eklund , Dewey G. Cornell
DOI: 10.1037/SPQ0000182
关键词:
摘要: School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative theory, would serve protective for students living with 1 or no parents at home. Using statewide sample of 56,508 middle from 415 public schools state, results indicated perceptions disciplinary structure, demandingness, support all had positive associations self-reported grade point average (GPA). In addition, findings showed expectations were more highly associated GPA not any parent. Implications policy practice are discussed. (PsycINFO Database Record
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