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Explanatory Factors of School Climate and School Identification: An Analysis of Multilevel Latent Profiles

Author

Listed:
  • José Luis Gálvez-Nieto

    (Departamento de Trabajo Social, Universidad de La Frontera, Temuco 4780000, Chile)

  • Karina Polanco-Levicán

    (Programa de Doctorado en Ciencias Sociales, Universidad de La Frontera, Temuco 4780000, Chile
    Departamento de Psicología, Universidad Católica de Temuco, Temuco 4780000, Chile)

  • Braulio Navarro-Aburto

    (Instituto Ciencias de la Educación, Universidad Austral de Chile, Valdivia 5110566, Chile)

  • Juan Carlos Béltran-Véliz

    (Núcleo Científico Tecnológico en Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco 4811230, Chile)

Abstract

School climate is a highly relevant variable that is associated with a series of positive results. However, there are still few studies that have statistically modelled the simultaneous influence of structural variables at the school level on the individual perception of the school climate and identification. This study had two objectives: (1) Identify school climate and school identification profiles at the individual and school levels. (2) Relate school climate and school identification profiles to factors located at the individual and school levels. The participants were selected from a probabilistic and stratified sample, n = 2070 adolescents (40.6% men, 59.4% women), aged between 13 and 18 years (M = 14.64, SD = 0.718), from 28 secondary schools in Chile. The results allowed us to identify four clusters at the student level and two classes of school climate at the school level. The explanatory factors at the individual level were Cognitive engagement ( p < 0.001), Academic Expectations ( p < 0.001), Positive Attitude to Authority ( p < 0.001) and Family Conflict ( p < 0.001). The explanatory factor at the school level was the school vulnerability index ( p = 0.031). Finally, the explanatory effects of factors at individual and school levels on school climate are theoretically discussed.

Suggested Citation

  • José Luis Gálvez-Nieto & Karina Polanco-Levicán & Braulio Navarro-Aburto & Juan Carlos Béltran-Véliz, 2023. "Explanatory Factors of School Climate and School Identification: An Analysis of Multilevel Latent Profiles," Sustainability, MDPI, vol. 15(19), pages 1-16, September.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:19:p:14064-:d:1245592
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    References listed on IDEAS

    as
    1. José Luis Gálvez-Nieto & Karina Polanco-Levicán & Ítalo Trizano-Hermosilla & Juan Carlos Beltrán-Véliz, 2022. "Relationships between School Climate and Values: The Mediating Role of Attitudes towards Authority in Adolescents," IJERPH, MDPI, vol. 19(5), pages 1-13, February.
    2. Yanqiu Yu & Joyce Hoi-Yuk Ng & Anise M. S. Wu & Juliet Honglei Chen & Deborah Baofeng Wang & Guohua Zhang & Mengni Du & Dajin Du & Mingxuan Du & Joseph T. F. Lau, 2022. "Psychometric Properties of the Abbreviated Version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) among Adolescents in China," IJERPH, MDPI, vol. 19(24), pages 1-11, December.
    3. De Pedro, Kris Tunac & Gilreath, Tamika & Berkowitz, Ruth, 2016. "A latent class analysis of school climate among middle and high school students in California public schools," Children and Youth Services Review, Elsevier, vol. 63(C), pages 10-15.
    4. Contreras, Dante & Elacqua, Gregory & Martinez, Matías & Miranda, Álvaro, 2016. "Bullying, identity and school performance: Evidence from Chile," International Journal of Educational Development, Elsevier, vol. 51(C), pages 147-162.
    5. Gonzalo Del Moral & Cristian Suárez-Relinque & Juan E. Callejas & Gonzalo Musitu, 2019. "Child-to-Parent Violence: Attitude towards Authority, Social Reputation and School Climate," IJERPH, MDPI, vol. 16(13), pages 1-15, July.
    Full references (including those not matched with items on IDEAS)

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