TY - JOUR
T1 - School climate and resilience promoting characteristics
T2 - exploring latent patterns of student perceptions in California
AU - Capp, Gordon P.
AU - Sullivan, Kathrine S.
AU - Park, Yangjin
N1 - Funding Information:
Acknowledgments.—This study was project 5050.802 financed by Olsztyn University of Ag- riculture and Technology, Olsztyn, Poland.
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students.
AB - Few studies holistically examine how students experience the multiple dimensions of school climate and resilience promoting characteristics, or how these two constructs may be interrelated. This study utilised a sample of 78,550 7th, 9th, and 11th grade students in California. Roughly half of the participants were female (52%), and roughly half (49%) were Latino. Latent Class Analysis was used to identify a 6-profile model for school climate and a 2-profile model for resilience promoting characteristics. Students experiencing overall positive climate, those experiencing supportive adult relationships, and those who engage meaningfully in their work at schools were more likely to report higher resilience promoting characteristics. These findings highlight the importance of fostering positive and protective school climate. In addition, findings support a social-ecological theory of resilience, indicating that schools are contexts that may play an important role in developing resilience promoting characteristics for secondary students.
KW - adolescents
KW - person-centred analysis
KW - resilience promoting characteristics
KW - School climate
KW - school-based intervention
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U2 - 10.1080/03054985.2022.2146079
DO - 10.1080/03054985.2022.2146079
M3 - Article
AN - SCOPUS:85142413250
JO - Oxford Review of Education
JF - Oxford Review of Education
SN - 0305-4985
ER -