A Meta-Analysis of the Impact of School Climate on Academic Self-Efficacy Across Gender and Age Groups

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

Afshari Sana; Alipour Fatemeh; Farid Abolfazl

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: International Journal of Applied Behavioral Sciences Year:2024 | Volume:11 | Issue:4 Page(s): 58-67

Download Full-Text

View:

Download:

Cites:

Information Journal Paper

Title

A Meta-Analysis of the Impact of School Climate on Academic Self-Efficacy Across Gender and Age Groups

Author(s)

Afshari Sana | Alipour Fatemeh | Farid Abolfazl | Issue Writer Certificate

Keywords

Self-Control

Schema

Demographic

Athlete

Swimming

Abstract

Background and Aim: This meta-analysis examines the relationship between school climate and academic self-efficacy as two important constructs in educational psychology. Materials and Methods: Drawing on 11 empirical studies published between 2011 and 2024, this study aims to provide a comprehensive synthesis of the research on how the school environment influences student beliefs in their academic abilities. The analysis used correlation-based metrics, including Begg and Mazumdar rank correlation and funnel plots, to assess publication bias, with results confirming the absence of bias. Heterogeneity was evaluated using Cochran’s Q-test, which indicated significant variability among studies (Q = 150. 967, p<. 001), supporting a random-effects model. Results: The findings revealed a moderate to strong positive effect size (r = 0. 54), suggesting that a supportive school climate is significantly associated with higher academic self-efficacy. Effect sizes varied by student Demographic, with the strongest effects observed for male students (r = 0. 58), followed by mixed-sex students (r = 0. 53) and female students (r = 0. 36). Additionally, student age accounted for 22% of the variability in the relationship between school climate and self-efficacy, as indicated by regression analyses. Conclusion: These results highlight the importance of fostering a collaborative and empathetic school environment to enhance students' confidence in their academic capabilities, ultimately contributing to better educational outcomes.

Multimedia

No record.

Cites

No record.

References