Institutional Effects on the Academic Behavior of High School Students

作者：Edward L. McDill, Edmund D. Meyers, Leo C. Rigsby · 发表于：Sociology of Education · 年份：1967 · DOI：10.2307/2112074 · 被引用次数：72 · 研究领域：Education and Learning Interventions、Psychosocial Factors Impacting Youth

The object of this study is to assess the influence of different pedagogical and social dimensions of school environment on achievement of students while controlling relevant personal variables. The contextual analysis reveals that the effect of the socio-economic context of the school on individual achievement tends to disappear when personal variables are controlled. However, even when the socio-economic context of the school and personal attributes are simultaneously held constant, the various dimensions of school environment have significant effects on students' performance. These results indicate that those school environments in which intellectualism, achievement, and competition are stressed by faculty and students are conducive to higher achievement on the part of individual students. In addition, these and other results presented question the overall adequacy of the socio-economic context of schools as a measure of their normative climates.