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 Accessioned | 2022-05-09T18:51:44Z | |
| Date Available | 2022-05-09T18:51:44Z | |
| Publication Date | 2022-04-06 | |
| Description | This 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 |
| Abstract | Prior 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 |
| Citation | 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 | en_US |
| ISSN | 1520-6807 | |
| URL | https://udspace.udel.edu/handle/19716/30855 | |
| Language | en_US | en_US |
| Publisher | Psychology in the Schools | en_US |
| Keywords | cheating | en_US |
| Keywords | education | en_US |
| Keywords | school climate | en_US |
| Keywords | skipping school | en_US |
| Title | Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate | en_US |
| Type | Article | en_US |
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