Email this article Do School Climate and Subjective Well-Being Affect Student Achievement in Indonesia?: A Linear Regression Analysis
Abstract
Abstract: Do school climate and subjective well-being affect student achievement in Indonesia? A linear regression analysis. Objectives: The purpose of this study is divided into two parts. First, to investigate whether school climate and subjective well-being influence student achievement. Second, to determine whether school size moderates this association, especially the teacher support and student achievement. Methods: This research uses a quantitative approach with multiple linear regression analysis techniques. Data were obtained from the Program for International Student Assessment (PISA) in 2018. The number of respondents is 12089 students from 397 schools in Indonesia. Findings: The results showed that: 1) the level of parental education influences student achievement; 2) School climate positively impacts student achievement; 3) School size moderates the association between teacher support and student achievement in Indonesia. Conclusion: School climate is an important factor for student achievement. We suggest that improvements in the school climate should be implemented to improve student achievement in Indonesia.
Keywords: school climate, school size, subjective well-being, student achievement.
Abstrak: Apakah iklim sekolah dan kesejahteraan subjektif berpengaruh terhadap prestasi belajar siswa di Indonesia? Suatu analisis regresi linear. Tujuan: Tujuan penelitian ini dibagi menjadi dua bagian. Pertama, untuk mengetahui pengaruh iklim sekolah dan kesejahteraan subjektif terhadap prestasi siswa. Kedua, untuk mengetahui apakah ukuran sekolah memoderasi efek iklim sekolah, khususnya dukungan guru terhadap prestasi siswa. Metode: Penelitian ini menggunakan pendekatan kuantitatif dengan teknik analisis regresi linier berganda. Data diperoleh dari Program Penilaian Siswa Internasional (PISA) pada tahun 2018. Jumlah sampel 12089 siswa dari 397 sekolah di Indonesia. Temuan: Hasil penelitian menunjukan: 1) tingkat pendidikan orang tua berpengaruh terhadap prestasi siswa; 2) Iklim sekolah berdampak positif terhadap prestasi siswa; 3) Ukuran sekolah memoderasi pengaruh dukungan guru terhadap prestasi belajar siswa di Indonesia. Kesimpulan: Iklim sekolah adalah faktor penting terhadap prestasi siswa. Kami menyarankan agar perbaikan dalam iklim sekolah harus diterapkan untuk meningkatkan prestasi siswa di Indonesia.
Kata kunci: iklim sekolah, ukuran sekolah, kesejahteraan subkektif, prestasi siswa.
Full Text:
PDFReferences
Ayriza, Y., Setiawati, F. A., Nurhayati, S. R., Gumelar, S. R., & Sholeha, E. P. D. R. (2019). Does sleep quality serve as a mediator between well-being and academic achievement? Cakrawala Pendidikan, 38(1), 63–74. https://doi.org/10.21831/cp.v38i1.22181
Datu, J. A. D., & Reyes, J. A. S. (2017). Why Power Decreases Happiness in a Collectivist Context? A Qualitative Study. Current Psychology, 36(1), 14–21. https://doi.org/10.1007/s12144-015-9380-4
Diener, E. (2009). Assessing Well-Being The Collected Works of Ed Diener. Springer us (Vol. 39). https://doi.org/10.1007/978-90-481-2354-4
Duchi, L., Lombardi, D., Paas, F., & Loyens, S. M. M. (2020). How a Growth Mindset can Change the Climate : The Power of Implicit Beliefs in Influencing People ’ s Thoughts and Actions. Journal of Environmental Psychology, 1–36. https://doi.org/10.1016/j.jenvp.2020.101461
Fuchs, T., & Wossmann, L. (2004). Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School. Brussels Economic Review, (4), 359–386. Retrieved from http://ssrn.com/abstract=619101
Govorova, E., Benítez, I., & Muñiz, J. (2020). Predicting Student Well-Being: Network Analysis Based on PISA 2018. International Journal of Environmental Research and Public Health, 17(11). https://doi.org/10.3390/ijerph17114014
Hamlin, D. (2020). Can a Positive School Climate Promote Student Attendance? Evidence From New York City. American Educational Research Journal, XX(X), 1–28. https://doi.org/10.3102/0002831220924037
Hu, X., Gong, Y., Lai, C., & Leung, F. K. S. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers and Education, 125(May), 1–13. https://doi.org/10.1016/j.compedu.2018.05.021
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586–614. https://doi.org/10.1002/tea.21378
Kryza, M., Elise, L., & Sarah, T. (2018). Hedonic and Eudaimonic Motives : Associations with Academic Achievement and Negative Emotional States Among Urban College Students. Journal of Happiness Studies, (0123456789). https://doi.org/10.1007/s10902-018-9994-y
Lei, H., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 8(JAN), 1–12. https://doi.org/10.3389/fpsyg.2017.02288
Li, Z., & Qiu, Z. (2018). How does family background affect children’s educational achievement? Evidence from Contemporary China. Journal of Chinese Sociology, 5(1). https://doi.org/10.1186/s40711-018-0083-8
Lou, N. M., & Noels, K. A. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86(xxxx), 102126. https://doi.org/10.1016/j.system.2019.102126
Luu, K., & Freeman, J. G. (2011). An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia. Computers and Education, 56(4), 1072–1082. https://doi.org/10.1016/j.compedu.2010.11.008
Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8(DEC), 1–21. https://doi.org/10.3389/fpsyg.2017.02069
Neilson, C. A., & Zimmerman, S. D. (2014). The effect of school construction on test scores, school enrollment, and home prices. Journal of Public Economics, 120, 18–31. https://doi.org/10.1016/j.jpubeco.2014.08.002
Organization for Economic Co-operation and Development. (2018). Database—PISA. Retrieved from https://www.oecd.org/pisa/data/2018database/
Piccolo, L. R., Merz, E. C., & Noble, K. G. (2019). School climate is associated with cortical thickness and executive function in children and adolescents. Developmental Science, 22(1), 1–11. https://doi.org/10.1111/desc.12719
Rollè, L., Gullotta, G., Trombetta, T., Curti, L., Gerino, E., Brustia, P., & Caldarera, A. M. (2019). Father involvement and cognitive development in early and middle childhood: A systematic review. Frontiers in Psychology, 10(OCT). https://doi.org/10.3389/fpsyg.2019.02405
Shoshani, A., Steinmetz, S., & Kanat-Maymon, Y. (2016). Effects of the Maytiv positive psychology school program on early adolescents’ well-being, engagement, and achievement. Journal of School Psychology, 57, 73–92. https://doi.org/10.1016/j.jsp.2016.05.003
Trinidad, J. E. (2020). Material resources, school climate, and achievement variations in the Philippines: Insights from PISA 2018. International Journal of Educational Development, 75(February), 102174. https://doi.org/10.1016/j.ijedudev.2020.102174
Whitney, S. D., Prewett, S., Wang, Z., & Chen, H. (2018). Fathers’ Importance in Adolescents’ Academic Achievement. International Journal of Child, Youth and Family Studies, 8(3/4), 101. https://doi.org/10.18357/ijcyfs83/4201718073
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.