Self-regulatory climate: A positive attribute of public schools

• Published in: The Journal of educational research (Washington, D.C.) Vol. 109; no. 2; pp. 169 - 180
• Main Authors: Adams, Curt M., Ware, Jordan K., Miskell, Ryan C., Forsyth, Patrick B.
• Format: Journal Article
• Language: English
• Published: Bloomington Routledge 03-03-2016; Taylor & Francis Inc
• Subjects: Achievement Need; Educational Environment; Learner Engagement; Likert Scales; Performance Factors; Positive psychology; Predictive Validity; Public Schools; School Effectiveness; School environment; self-regulatory climate; Structural Equation Models; Student teacher relationship; Students; Surveys; Teacher Expectations of Students; Teacher Student Relationship; Teachers; Test validity and reliability; Trust; Trust (Psychology); United States (Southwest); Urban schools
• ISSN: 0022-0671; 1940-0675
• DOI: 10.1080/00220671.2014.934419

This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms-collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance.