School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement: The Influence of School- and Individual-Level Factors on Academic Achievement
Abstract
This research examines the extent to which individual-level and school structural variables are predictors of academic achievement among a sample of 10th-grade students abstracted from the National Educational Longitudinal Study database. A secondary analysis of the data produced the following findings. The study results show that individual-level predictors, such as student effort, parent—child discussion, and associations with positive peers, play a substantial role in increasing students' achievement. Furthermore, the results also suggest that school climate—in particular, the sense of school cohesion felt by students, teachers, and administrators—is important to successful student outcomes. In total, school structural characteristics were found to have relatively small effects on student achievement when compared with individual-level characteristics. Given these results, interventions aimed at improving academic achievement need take into consideration the impact of individual-level and school structural factors on students and their ability to succeed.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The development of positive peer relationships contributes to maintaining a healthy school climate and positively influences student outcomes.
“The development of positive peer relationships contributes to maintaining a healthy school climate, and many studies have shown how this can positively influence student outcomes [36,37,38].”
From Cybervictimization and Online Sexual Harassment: Prevalence, Association, and Predictors (2024) · cites this paper as [38]
The citation lists haven’t been fetched yet
References 103 · Cited by 361
- Authors
- Stewart, E. B.
- Affiliations
- Florida State University (US)
- Corresponding author
- Stewart, Endya B.
- Venue
- Education and Urban Society
- Publisher
- SAGE Publications
- Published
- 2007-06-29
- Volume
- 40
- Issue
- 2
- Pages
- 179-204
- ISSN
- 0013-1245 (ISSN-L)
- 1552-3535
- OpenAlex
- W2154062605
- Cited by
- 361
- References
- 103
- Citations by year
- 2026: 7 · 2025: 9 · 2024: 14 · 2023: 13 · 2022: 13 · 2021: 12 · 2020: 28 · 2019: 20 · 2018: 20 · 2017: 35 · 2016: 26 · 2015: 36 · 2014: 16 · 2013: 35 · 2012: 24
- FWCI
- 45.67
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education and Urban Society (publishedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- academic performance, student effort, peer affiliation, parental involvement, parent-child discussion, school climate, school cohesion, tenth grade students, National Educational Longitudinal Study
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
