A Study On The Relationship Between School Climate And Adolescents’ Student Engagement

Learning is one of the main activities of teenagers,which is closely related to the life of every teenager.But if teenagers encounter difficulties in learning activities,they will often cause many problems.Previous studies have paid more attention to the negative effects of adolescents’ learning(such as academic burnout).With the development of positive psychology,more and more researchers have begun to pay attention to the positive aspects of adolescents’ learning.Therefore,student engagement has entered the researchers’ field of vision.It has been found that student engagement can not only be a powerful predictor of adolescents’ academic performance,but also affect adolescents’ physical and mental health.In addition,student engagement can also be used as one of the indicators to measure the quality of teaching in schools.Therefore,the study of the influence mechanism of adolescents’ student engagement is conducive to better grasp the process of students’ learning activities and promote the healthy development of students and the school as a whole.According to literature review,both individual and environmental factors may affect adolescents’ student engagement.Starting from school climate,self-esteem and self-determination motivation,this study explores the influence of school climate on adolescents’ student engagement,and explores the chain mediation effect between self-esteem and self-determination motivation in school climate and adolescents’ student engagement.In order to provides theoretical basis and empirical support for future intervention research on adolescents’ student engagement.In this study,we used The Perceived School Climate Scale,Self-esteem Scale,Academic Self-Regulation Questionnaire and U-trecht Work Engagement Scale-Student to test students from grade seven to grade twelve in a secondary school in Tianjin.In this study,750 paper questionnaires were distributed,46 invalid questionnaires were excluded,704 valid questionnaires were obtained,and the effective recovery rate of the questionnaires was 93.87%.In this study,SPSS22.0 and SPSS macro program PROCESS were used to collate and analyze data.The results of this study are as follows:(1)There are significant gender differences in school climate;(2)There are significant differences in school climate,self-determination motivation and learning engagement among grades.Specifically,there are significant differences in school climate between junior and senior middle grades;and there are significant differences in self-determination motivation among junior and middle grades.There are significant differences in learning engagement among senior high school students.(3)There is a significant positive correlation between school climate,self-esteem,self-determination motivation and student engagement.There was a significant positive correlation between teacher-student relationship,peer relationship,autonomous opportunity and student engagement;(4)School climate has a positive predictive effect on student engagement.Self-esteem plays a mediating role between school climate and adolescents’ student engagement,self-determination motivation plays a mediating role between school climate and adolescents’ student engagement,and self-esteem and self-determination motivation play a chain mediating role between school climate and adolescents’ student engagement.Therefore,this study concludes that school climate can not only directly affect adolescents’ student engagement,but also affect adolescents’ student engagement through the chain mediation of self-esteem and self-determination motivation.