School climate, victimization, and mental health outcomes among elementary school students in China

Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, cov...

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Bibliographic Details
Published in:School psychology international 2018-12, Vol.39 (6), p.587-605
Main Authors: Wang, Cixin, Boyanton, Dengting, Ross, Ana-Sophia M., Liu, Jia Li, Sullivan, Kathryn, Anh Do, Kieu
Format: Article
Language:English
Subjects:
Academic Achievement
Bullying
Educational Environment
Elementary School Students
Elementary schools
Expectation
Foreign Countries
Grade 6
Grades (Scholastic)
Health status
Internalization
Longitudinal Studies
Mental Health
Outcomes of Education
Predictor Variables
School environment
Social development
Student teacher relationship
Symptoms (Individual Disorders)
Teacher Student Relationship
Victimization
Victims
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Summary:Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students (Mage = 10.27 years, SD = 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher relationships, clear expectations, respect for diversity and fairness of rules, predicted victimization, mental health (both internalizing symptoms and covitality), and academic grades six months later. School climate did not moderate the relationship between victimization and mental health. Our results suggest that it is important to foster positive school climate in order to prevent bullying and promote positive youth development among elementary students in China.
ISSN:0143-0343
1461-7374
DOI:10.1177/0143034318805517