Authoritative school climate, number of parents at home, and academic achievement

Francis L. Huang; Katie Eklund; Dewey G. Cornell

doi:10.1037/spq0000182

Authoritative school climate, number of parents at home, and academic achievement

Francis L. Huang, Katie Eklund, Dewey G. Cornell

Disability and Psychoeducation Studies

Research output: Contribution to journal › Article › peer-review

15 Scopus citations

Abstract

School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed.

Original language	English (US)
Pages (from-to)	480-496
Number of pages	17
Journal	School Psychology Quarterly
Volume	32
Issue number	4
DOIs	https://doi.org/10.1037/spq0000182
State	Published - Dec 2017

Keywords

Academic achievement
Number of parents at home
School climate
Singleparent homes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1037/spq0000182

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abstract = "School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed.",

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Authoritative school climate, number of parents at home, and academic achievement

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Keywords

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