School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes

By Ming-Te Wang, Jessica L Degol. Educational Psychology Review, 2015

1,256 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4bf16cf3376552ffe17b23743a325f5431968d22

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Citations in the corpus

The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics (2016, methodology): “In order to capture different aspects of school climate, we followed Wang and Degol ’ s (2015) systematic review and chose three scales as proxies for the construct: School emphasis on academic success, Safety, and Order in schools.”
The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature (2018, background): “School connectedness and specific relationships are considered as separate dimensions in the community domain by Wang and Degol (2016).”
The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review (2018, positive): “…all found clear evidence that aspects of the school climate are associated with a range of adolescent a ﬀ ective, behavioural, academic, health-related, and interpersonal outcomes (Cohen & Geier, 2010; Cohen et al., 2009; Thapa, Cohen, Gu ﬀ ey, & Higgins-D ’ Alessandro, 2013; Wang & Degol, 2016).”
Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis (2020, background): “Classroom climate is a dynamic process that is likely to change throughout the school year: Students may struggle at the beginning of the year to adjust to teacher rules and expectations, but they may become more accustomed to their classroom environment over time ( Wang and Degol, 2016).”
Student Perceptions of School Climate as Predictors of Office Discipline Referrals (2016, background): “…encompassing the atmosphere, culture, values, resources, and social networks of a school (Thapa, Cohen, Guffey, & Higgins-D’Alessandra, 2013; Wang & Degol, 2015) and has been defined as the shared beliefs, values, and attitudes that shape interactions between students, teachers, and…”