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Academic optimism of schools: A force for student achievement
Ist Teil von
American educational research journal, 2006, Vol.43 (3), p.425-446
Ort / Verlag
Washington, DC: American Educational Research Association
Erscheinungsjahr
2006
Link zum Volltext
Quelle
FIS Bildung Literaturdatenbank
Beschreibungen/Notizen
Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample of 96 high schools. A random sample of teachers from each school provided data on the school's academic optimism, and student achievement scores and demographic characteristics were obtained from the state department of education. A confirmatory factor analysis and hypothesis test were conducted simultaneously via structural equation modeling. As predicted, academic optimism made a significant contribution to student achievement after controlling for demographic variables and previous achievement. The findings support the critical nature of academic optimism. (DIPF/Orig.).