School Disciplinary Climate

Characteristics and Effects on Eighth Grade Achievement

Bibliographic Data

ID8158453
AuthorsXin Ma (0000-0002-1197-3006), J Douglas Willms (0009-0003-1017-1401)
Year2004
Volume50
Issue2
Publication date2004-07-01
Open AccessYes
TypeARTICLE
VenueAlberta Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0002-4805 • E-ISSN: 1923-1857
PublisherUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v50i2.55054
OpenAlexW4399879360
LanguageEN
Citations received4

Seven dimensions of school disciplinary climate were identified based on a representative sample of grade 8 students in the United States. Within schools students varied considerably in their perceptions and experiences about discipline. The variation was related mainly to students' socioeconomic status (SES), sex, and ethnicity. There was a significant contextual effect of school mean SES on disciplinary climate, larger titan the individual effect of SES. Schools with primary or intermediate grades tended to have more favorable disciplinary climates titan either junior or senior high schools. School location had small effects on disciplinary climate. The disciplinary measure with the strongest relationship to academic achievement pertained to classroom disruption

Academic achievement · Discipline · Educational research · Mathematics education · Social science · Sociology · Education and Learning Interventions · Education, Safety, and Science Studies · Educational Research and Pedagogy · Environmental Science · Psychology

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Open DOIOpen Access