School climate, school identification and student outcomes : A longitudinal investigation of student well-being (Journal Article)
Material type:
TextSeries: British Journal of Educational Psychology ; , Volume 93, Part 3, September 2023Publication details: UK : John Wiley and Sons Ltd , September 2023Description: 806-824pISSN: - 0007-0998
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Abstract:
Background
Schools are increasingly recognized as key facilitators of child and youth well-being. Much attention has been directed to the school social environment and the areas of school climate or school connectedness/identification. Drawing on the social identity approach and related work, it has been argued that school social identification may be the mechanism or process through which school climate comes to impact individual student functioning (Applied Psychology, 28, 2009, 171). Much of the previous research on social identity and well-being, though, is limited because it is cross-sectional.
Aims, Sample & Methods
This current study aims to advance understanding of the relationships between school climate, school identification and positive and negative well-being. It adopts a three-wave longitudinal sample of Australian students (N = 6537 wave 3, grades 7–10) and incorporates a range of control variables. Multilevel modelling (MLM) is used to test relationships of interest.
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