Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate

Author(s)Kupchik, Aaron
Author(s)Highberger, James
Author(s)Bear, George
Date Accessioned2022-05-09T18:51:44Z
Date Available2022-05-09T18:51:44Z
Publication Date2022-04-06
DescriptionThis is the peer reviewed version of the following article: Kupchik, A., Highberger, J., & Bear, G. (2022). Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate. Psychology in the Schools, 1– 18. https://doi.org/10.1002/pits.22692, which has been published in final form at https://doi.org/10.1002/pits.22692. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited. This article will be embargoed until 04/06/2023.en_US
AbstractPrior research demonstrates the importance of school climate in shaping student behavior but tells us less about which aspects of school climate matter. In this paper we consider how distinct elements of school climate relate to skipping school and cheating on tests. Using survey and administrative data from several statewide Delaware sources, we perform a series of random-intercept logistic regression models. We find that students in schools perceived to have a climate with high levels of structure and support are less likely to report cheating on tests. Yet we do not find a robust relationship between most climate measures and skipping school. School climate relates strongly to in-school deviant behavior but much less to school-related deviant behavior occurring outside of schools. By specifying what measures of climate do and do not relate to problematic student behaviors, our results sharpen our understandings of how school climate shapes student behaviors.en_US
CitationKupchik, A., Highberger, J., & Bear, G. (2022). Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate. Psychology in the Schools, 1– 18. https://doi.org/10.1002/pits.22692en_US
ISSN1520-6807
URLhttps://udspace.udel.edu/handle/19716/30855
Languageen_USen_US
PublisherPsychology in the Schoolsen_US
Keywordscheatingen_US
Keywordseducationen_US
Keywordsschool climateen_US
Keywordsskipping schoolen_US
TitleIdentifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climateen_US
TypeArticleen_US
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