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dc.contributor.advisorWeissberg, Roger P.en_US
dc.contributor.authorZander, Keithen_US
dc.date.accessioned2012-12-16T23:08:40Z
dc.date.available2012-12-16T23:08:40Z
dc.date.created2011-05en_US
dc.date.issued2012-12-16
dc.date.submitted2011-05en_US
dc.identifier.urihttp://hdl.handle.net/10027/9636
dc.description.abstractSchool climate has been widely recognized as an important component of successful schools and a predictor of a variety of student outcomes. However, there is an ongoing debate as to whether climate should be conceptualized and analyzed at the individual- or the school-level. This study used Hierarchical Linear Modeling to examine the relationship between 9th-grade students‘ perceptions of climate and their academic and behavioral performance. Multi-level methods helped to distinguish student- and school-level effects. Generally, results indicated that school climate simultaneously affects students on an individual and collective level. HLM analyses revealed that the majority of variance in school climate scores was within schools. Additionally, individual perceptions of climate were more strongly associated with better student performance than aggregate ratings, particularly students‘ perceptions of teacher‘s expectations and school safety. However, more between-school variance in students‘ academic and behavioral performance was explained by aggregate ratings of climate than within-school variance by individual ratings. Limited, yet positive support was found for the possibility that aggregate perceptions of climate may moderate the relationship between individual perceptions and student performance. Based on these findings, suggestions for how to more explicitly conceptualize and analyze climate at the individual- and school-level are provided.en_US
dc.language.isoenen_US
dc.rightsen_US
dc.rightsCopyright 2011 Keith Zanderen_US
dc.subjectSchool Climateen_US
dc.subjectUnit of Analysisen_US
dc.subjectStudent Performanceen_US
dc.titleRelationships between School Climate and Student Performance: School- and Student-level Analysesen_US
thesis.degree.departmentPsychologyen_US
thesis.degree.disciplineCommunity and Prevention Researchen_US
thesis.degree.grantorUniversity of Illinois at Chicagoen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMA, Master of Artsen_US
dc.type.genrethesisen_US
dc.contributor.committeeMemberRachel Gordonen_US
dc.contributor.committeeMemberKimberly Kendzioraen_US
dc.type.materialtexten_US


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