Engagement Mediates the Effect of School Climate on Science Achievement in High School Students

• In Event: 35.059 - Promoting Learning Environments That Increase Student Engagement and Achievement in STEM Classrooms

Abstract

Teacher support and student support are often included in measures of school climate. In this study, their differential effects on student engagement and achievement in science were examined. Direct and mediation relationships between perceived teacher support, perceived student support, science engagement, and science achievement were investigated. The results indicated that teacher support better predicts science engagement and achievement than student support. Also, the effect of teacher support on science achievement was mediated by student science engagement. The sample included data from 386 diverse ninth grade students from 12 schools in the northeastern United States. The findings have implications for studies of school climate and science achievement in high school classrooms.

Authors

• Bernadette Sibuma, Education Development Center, Inc.

• Youn Joo Oh, Independent Researcher

• AnnMaria DeMars

• Helen Chung, Education Development Center, Inc.