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Self-Regulatory Climate: A Positive Attribute of Public Schools
- Source :
-
Journal of Educational Research . 2016 109(2):169-180. - Publication Year :
- 2016
-
Abstract
- This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms--collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance.
Details
- Language :
- English
- ISSN :
- 0022-0671
- Volume :
- 109
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Journal of Educational Research
- Publication Type :
- Academic Journal
- Accession number :
- EJ1095828
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/00220671.2014.934419