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Delgado-Floody P, Cristi-Montero C, Jerez-Mayorga D, Ruiz-Ariza A, Guzmán-Guzmán IP, Álvarez C, Gómez-López M, Carter-Thuillier B, Caamaño-Navarrete F. Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools. Front Public Health 2024; 12:1426108. [PMID: 38903576 PMCID: PMC11188408 DOI: 10.3389/fpubh.2024.1426108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2024] [Accepted: 05/21/2024] [Indexed: 06/22/2024] Open
Abstract
There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools' SES and (2) exploring the potential mediating role of PSPA in the relationship between schools' SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8-10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, -1.27, -0.77), maths (IE = -1.019; SE = 0.12; 95%CI, -1.25, -0.78), and school climate (IE = -0.46; SE = 0.52; 95%CI, -0.56, -0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.
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Affiliation(s)
- Pedro Delgado-Floody
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Carlos Cristi-Montero
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Daniel Jerez-Mayorga
- Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile, Chile
| | | | - Iris Paola Guzmán-Guzmán
- Faculty of Chemical-Biological Sciences, Universidad Autónoma de Guerrero, Chilpancingo, Guerrero, Mexico
| | - Cristian Álvarez
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile, Chile
| | - Manuel Gómez-López
- Department of Physical Activity and Sport, Faculty of Sports Sciences, University of Murcia, Santiago de la Ribera, Murcia, Spain
| | - Bastian Carter-Thuillier
- Department of Education, Universidad de Los Lagos, Osorno, Chile
- Programa de Investigación en Deporte, Sociedad y Buen Vivir, Universidad de Los Lagos, Osorno, Chile
- Departamento de Didáctica y Práctica, Facultad de Educación, Universidad Católica de Temuco, Temuco, Chile
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Zhao M, Jin R. Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data. Front Psychol 2023; 14:1129306. [PMID: 36968687 PMCID: PMC10033542 DOI: 10.3389/fpsyg.2023.1129306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Accepted: 02/20/2023] [Indexed: 03/11/2023] Open
Abstract
In recent years, school climate has increasingly received research attention. Most studies have focused only on student perceptions of school climate, whereas little is known regarding teachers’ views, and cross-country comparisons are scarce. To advance cross-country understanding of teacher perceptions of school climate, this study used data from the 2018 Teaching and Learning International Study (TALIS) to explore latent classes of teacher perceptions and compared differences between American, Finnish, and Chinese teachers. Latent class analysis revealed that a four-class solution was the most appropriate for each teacher subsample: positive participation and teacher-student relation, positive teacher-student relation, moderate, and low participation for the U.S. and China datasets, while positive teacher-student relation, moderate, negative discipline, and low participation for the Finland dataset. However, measurement invariance across countries was violated. We further investigated the impact of predictors on latent classes of teacher perceptions of school climate. The results revealed varied patterns of cross-cultural differences across countries. Our findings implied that a more reliable and valid scale of teacher perceptions of school climate for cross-country comparison is needed. Tailored interventions are necessary as more than half of teachers perceived moderate and less desired school climate, and educators should consider cultural differences when drawing on experiences from other countries.
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