A Meta-Analysis of the Impact of School Climate on Academic Self-Efficacy Across Gender and Age Groups
International Journal of Applied Behavioral Sciences,
Vol. 11 No. 4 (2024),
18 December 2024
,
Page 58-67
https://doi.org/10.22037/ijabs.v11i4.47892
Abstract
Background and Aim:This meta-analysis examines the relationship between school climate and academic self-efficacy as two important constructs in educational psychology. Materials and Methods:Drawing on 11 empirical studies published between 2011 and 2024, this study aims to provide a comprehensive synthesis of the research on how the school environment influences student beliefs in their academic abilities. The analysis used correlation-based metrics, including Begg and Mazumdar rank correlation and funnel plots, to assess publication bias, with results confirming the absence of bias. Heterogeneity was evaluated using Cochran’s Q-test, which indicated significant variability among studies (Q = 150. 967, p< .001), supporting a random-effects model. Results:The findings revealed a moderate to strong positive effect size (r = 0.54), suggesting that a supportive school climate is significantly associated with higher academic self-efficacy. Effect sizes varied by student demographic, with the strongest effects observed for male students (r = 0.58), followed by mixed-sex students (r = 0.53) and female students (r = 0.36). Additionally, student age accounted for 22% of the variability in the relationship between school climate and self-efficacy, as indicated by regression analyses. Conclusion:These results highlight the importance of fostering a collaborative and empathetic school environment to enhance students' confidence in their academic capabilities, ultimately contributing to better educational outcomes
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References
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