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© LIBERO v6.4.1sp220816
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Catalogue Tag Display
MARC 21
School climate, academic self-efficacy and student achievement
Tag
Description
001
$ 83039
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$aUPS BIBL CENTR 39-C-2582
100
$aZYSBERG, L.
245
$aSchool climate, academic self-efficacy and student achievement$hParte componente di periodico
300
$app. 467-482.
500
$aEstratto da: Eudcational Psychology 2021, 41, 4.
520
$aAlthough existing research mostly supports the association between school climate and academic achievement, the processes and factors that underlie this correlation are less explored. We rely on social-cognitive theory and the concept of academic self-efficacy to test a model in which academic self-efficacy mediates the association between school climate and academic achievement in a sample of 1,641 middle and high school students in Israel. The participants filled out measures of academic self-efficacy as well as a school climate questionnaire yielding 3 sub-scales describing interpersonal relations, violence, and sense of belonging. We also collected students’ grades in mathematics and English as well as self-report assessment of academic achievement. The results supported the model, with 2 of the 3 climate sub-scales (interpersonal relations and belonging) positively associating with self-efficacy, which in turn associated positively with all 3 measures of achievement. The results may add to our understanding of the underlying dynamics accounting for the association between organisational-level characteristics and individual performance in schools.
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$aRICERCA.
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$aAMBIENTE.
655
$aSCUOLA SUPERIORE.
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$aAUTOEFFICACIA.
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$aRENDIMENTO.
655
$aSTUDENTI.
655
$aSCUOLA SECONDARIA.
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$aISRAELE.
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$aRELAZIONI.
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$aVIOLENZA.
655
$aAPPARTENENZA.
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$aPedagogico.
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$aPsicologico.
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$aSCHWABSKY, N.
740
$aEducational Psychology 2021, 41, 4.
856
$u
https://doi.org/10.1080/01443410.2020.1813690
$3Accesso diretto all'articolo
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