Background

High academic aspirations relate to higher achievement and better mental health, but less is known about how these aspirations are formed in relation to the educational context.

Objective

This study aims to investigate the relationship between overall school climate, with particular concern for the dimensions of school level expectations and support as rated by both teachers and students and adolescent academic aspirations.

Methods

Multilevel logistic models for repeated measures were used in order to investigate the relationship between measures of school climate and adolescents’ academic aspirations. Three annual waves of questionnaire data were used to obtain aggregated teacher- and student-rating of school climate, including specific dimensions of teacher expectations and support.

Results

Positive teacher-rated overall school climate was associated with an increased odds of adolescents aiming at a university education rather than at a lower one (adjusted OR 1.36, 95% CI 1.14–1.63 for the intermediate tertile; OR 1.39, 95% CI 1.14–1.70 for the highest tertile). A similar trend was found for the teacher-rated measures of expectations and student focus, but not for any of the student-rated school climate measures.

Conclusion

A positive school climate rated by teachers appears to predict adolescents’ university aspirations. Future research should clarify which aspects of the school climate may influence adolescent academic aspirations from the students’ perspective.

中文翻译：

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老师：但不是学生对学校的教学和社会氛围的评价，可以预测青少年的学习愿望

背景

较高的学业抱负与更高的成就和更好的心理健康有关，但是对于这些抱负如何与教育背景相关的了解却很少。

目的

这项研究旨在调查整体学校气氛之间的关系，尤其关注学校水平期望和支持的范围，该范围由老师和学生以及青少年的学术愿望进行评估。

方法

为了研究学校气氛的测量与青少年学业愿望之间的关系，使用了重复测量的多级逻辑模型。每年使用三次调查问卷数据，以获取教师和学生对学校氛围的总体评价，包括教师期望和支持的特定维度。

结果

积极的教师评价的整体学校气氛与针对大学教育而不是低等教育的青少年几率增加相关（中级三分位数的校正后OR 1.36，95％CI 1.14–1.63； OR 1.39，95％CI 1.14–最高三分位数为1.70）。对于教师评估的期望值和对学生的关注程度，也发现了类似的趋势，但对学生评估的学校环境指标却没有发现类似趋势。

结论

由教师评定的积极的学校气氛似乎可以预测青少年的大学愿望。未来的研究应从学生的角度弄清学校氛围的哪些方面可能影响青少年的学术愿望。