THE MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONCEPT AND STUDENT ENGAGEMENT

European journal of education studies Pub Date : 2023-10-28 DOI:10.46827/ejes.v10i11.5084

Raymunda L. Apostol, Lovelle Shayne P. Delos Santos

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Abstract

This study aimed to determine the mediating effect of school climate on the relationship between academic self-concept and student engagement in public secondary schools in Cateel I District that offer the Senior High School Program. The researcher used a quantitative, non-experimental design of research using correlational techniques to gather data from 224 senior high school student respondents, who were stratified randomly. The data was collected through a survey method using validated questionnaires. Further, the results were collated and statistically analyzed using mean, Pearson r, and regression utilizing Medgraph to determine the mediation. The study revealed that academic self-concept, student engagement, and school climate exhibited high mean scores. This study also showed a significant relationship between the level of academic self-concept and student engagement, a significant relationship between academic self-concept and school climate, and a significant relationship between student engagement and school climate. Lastly, the results of this study showed that there was a partial mediation of school climate on the relationship between academic self-concept and student engagement. It implies that the school climate conveys good academic self-concept and student engagement. Article visualizations:

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学校氛围对学术自我概念与学生参与之间关系的中介效应

本研究旨在确定在 Cateel I 区提供高中课程的公立中学中，学校氛围对学术自我概念和学生参与之间关系的中介效应。研究者采用了非实验性的定量研究设计，使用相关技术，从随机分层的 224 名高中生受访者中收集数据。数据收集采用了有效问卷调查法。然后，利用平均值、Pearson r 和利用 Medgraph 进行回归，对结果进行整理和统计分析，以确定中介作用。研究显示，学术自我概念、学生参与和学校氛围的平均得分较高。本研究还显示，学术自我概念水平与学生参与度之间存在显著关系，学术自我概念与学校氛围之间存在显著关系，学生参与度与学校氛围之间存在显著关系。最后，研究结果表明，学校氛围对学业自我概念与学生参与度之间的关系存在部分中介作用。这意味着，学校氛围传达了良好的学术自我概念和学生参与度。文章可视化：

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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European journal of education studies

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