A longitudinal study of school climate: Reciprocal effects with student engagement and burnout
Open accessAbstract
The literature on school climate, albeit vast, is limited by a scarcity of longitudinal research. This two‐wave longitudinal study aims to bridge this gap by (a) assessing, over two school years, the changes in students’ perceptions of several dimensions of school climate and (b) exploring the reciprocal longitudinal effects of student perceptions of school climate and multiple dimensions of engagement and burnout. The study was conducted with a sample of 243 Italian middle school students (Wave 1: sixth grade, Mage = 11.68; Wave 2: seventh grade, Mage = 12.64; 51.7% girls). Analyses of variance showed, in the second school year, a decrease in students' satisfaction with various school climate dimensions. With a latent cross‐lagged model, better school climate perceptions were found to predict higher emotional engagement and lower symptoms of burned‐out exhaustion a year later. The practical implications of these findings are considered in the discussion and conclusion.
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SDT has generated increasing interest in higher education over the past decade because of its potential to increase student motivation and engagement, which in turn improves student academic performance.
“SDT has generated increasing interest in higher education over the past decade because of its potential to increase student motivation and engagement in school, which in turn improves student academic performance [4].”
From Mapping the Research Landscape: A Comprehensive Bibliometric Analysis of Self-Determination Theory in Higher Education (2024) · cites this paper as [4]
Section 1.2 associates student engagement with educational success and with completion of secondary and postsecondary school. It does not say that interest in SDT has increased in higher education over the past decade, or that SDT increases motivation and engagement, which in turn improves academic performance. The paper's conclusion instead concerns the effects of school climate on engagement. (LLM, conf=0.86)
Experimental — accuracy not yet measuredCluster 5 includes words such as 'academic performance', 'covid-19', 'gaming', and 'students involvement'.
“The cluster includes words such as 'academic performance', 'covid-19', 'gaming', and 'students involvement' [4].”
From Mapping the Research Landscape: A Comprehensive Bibliometric Analysis of Self-Determination Theory in Higher Education (2024) · cites this paper as [4]
The School Climate and Student Engagement section discusses students’ involvement in school activities, but does not identify a word cluster. Searches for the claimed cluster terms, including “covid-19” and “gaming,” found no passage reporting those words as members of a cluster. (LLM, conf=0.76)
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- Authors
- Grazia, V.
- Affiliations
- University of Parma (IT)
- Corresponding author
- Grazia, Valentina
- ORCID
- Grazia, Valentina
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2022-04-17
- Volume
- 59
- Issue
- 8
- Pages
- 1521-1537
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W4223912247
- Cited by
- 25
- References
- 41
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 6 · 2023: 10
- FWCI
- 10.79
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Psychology in the Schools (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Keywords
- school climate, student engagement, burnout, emotional engagement, exhaustion, reciprocal effects, junior high school students, longitudinal change, student perceptions, cross-lagged panel model
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