School climate is a multidimensional construct of the quality of a student’s academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited (...) sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (Mage = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary. (shrink)

Our work aimed to study the relationships between different dimensions of school climate, moral disengagement, empathy, and bullying behaviors (perpetration and victimization). The study sample consisted of 629 students (304 boys and 325 girls) aged 12–14 years (M= 12.55,SD= 0.67). Results showed how different dimensions of school climate predicted moral disengagement, empathy, and victimization, and these, in turn, predicted bullying perpetration. The results show the need to generate favorable educational environments to reduce the levels of moral (...) disengagement and victimization and to increase empathy in students as a strategy to prevent negative consequences related to bullying. (shrink)

A multi-method, multi-informant method was used to collect data from diverse stakeholders about school climate to inform school improvement efforts as part of the Positive Behaviour Intervention Supports framework. Teachers, administrators, school staff and students completed surveys and parents participated in focus groups to gather perspectives about school climate. Respondents identified safety as a strength at the school, staff and student results suggested interpersonal relationships as an area for improvement and staff identified parent (...) involvement as an area for growth. Both positive and negative perceptions of school climate emerged from the parent focus group. While there are limitations to the generalisability of the results, this case study provides a useful approach for schools to assess their school climate and establish goals for improvement. (shrink)

The aim of this work is to investigate the factors promoting students’ engagement at school and supporting their well-being experience. According to the Positive Education there is a strong relationship between school environment and student’s well-being. Moreover, the quality of the school climate perceived by the students was found to influence engagement in school activities, as well. In this study, 153 students ( M = 67) attending 10th grade were presented with tests and questionnaires to (...) assess individual assets (personality traits, literacy skills), emerging appraisals (school-climate, well-being experience) and emerging actions (school engagement), according to the Student Well-Being Model. Path analysis showed that the best model does include neither individual assets nor direct effect of school climate on engagement, as the effect of school climate on engagement is mediated by well-being experience. The main result is that school climate has been confirmed as an important factor to be considered to improve engagement in school activities, but it is effective only when its influence can modify the well-being experience of the students. Moreover, the lack of significant effects of individual assets in the model suggests that improving school climate means to support well-being experience and, indirectly school engagement, irrespective to learning abilities and personality traits. This work encourages working in/with schools to implement positive education programs that support and sustain a positive school climate and culture for school-community wellbeing. (shrink)

School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to (...) examine the psychometric properties of reliability and validity of the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness. (shrink)

Authoritative school climate is a relevant and novel construct that improves the academic performance and social-emotional development of students. This study aimed to evaluate the psychometric properties of reliability and validity of the Authoritative School Climate Survey (ASCS) in a sample of Chilean adolescents. A cross-sectional study was carried out, in which 808 students from 12 schools in Chile participated (55.1% men and 44.9% women), with a mean age of 15.94 (SD= 1.32). The results obtained through (...) exploratory and confirmatory factor analyzes ratified the hypothesized structure of two correlated factors. As expected, evidence of criterion validity showed significant relationships between the measures of authoritative school climate and attitude toward institutional authority. This study provides evidence regarding the psychometric quality of the scale to assess authoritative school climate, allowing its use in the Chilean context. (shrink)

Academic motivation and school climate perception are two factors affecting the learning process and outcomes of individuals. Although the factors affecting the motivation of individuals are different from each other, it is already known that the motivation realized by internal or external factors increases the quality of learning. Similarly, although the school climate, which includes the values, norms, and communication of individuals in the institution, varies for each institution, the positive or negative effects of the perceived (...) school climate on learners do not change. Academic motivation and perceived school climate are issues affecting all individuals at every stage of education. Although there are various studies conducted on the academic motivation and school climate of undergraduate students in the literature, there is no study on the sampling of higher religious education students. In the present study, the academic motivation and perceived school climate levels of the students who were studying in higher religious education institutions and the relationship between them were tested. It was also aimed to determine the reasons for choosing the faculty, the profession they wanted to pursue after graduation, their belief that they could get a job after graduation, and whether there was a significant difference between academic motivations and school climate perceptions. The correlational survey model, which is one of the quantitative research methods, was preferred for this purpose. The sampling of the study consisted of 425 students who were studying at the Faculty of Islamic Sciences at Selcuk University in the 2021-2022 academic year. The “Academic Motivation Scale” and “School Climate Scale for University Students” were used as the data collection tools.. According to the findings, the academic motivation levels of the students in the sampling group (x̅= 4.42) were found to be above the average. The average scores received by the students in the School Climate Scale for University Students (x̅=3.67) also indicated the existence of an open-positive setting in the learning environment. A positive and moderately significant relationship was detected between the academic motivations and school climate perceptions of the students in the sampling group (r=.340 p=.000. (shrink)

The emergence of the COVID-19 pandemic resulted in abrupt disruptions in teaching and learning activities in higher education, with students from diverse programs suffering varying levels of anxieties. The physical education field happens to be one of the most affected academic areas due to its experiential content as a medium of instruction. In this study, we investigated the roles of school climate and coping strategies in the relationship between COVID-19 related knowledge and anxiety. Through the census approach, a (...) cross-sectional sample of 760 students was administered a questionnaire in two universities offering Physical Education in Ghana: the University of Education, Winneba, and University of Cape Coast. The outcome of the study found a positive and significant link between COVID-19 knowledge and anxiety. Further, school climate and coping strategies significantly moderated the relationship between students’ COVID-19 knowledge and associated anxiety. The findings have implications for creating a conducive school environment that reduces the risk of COVID-19 infection and through students’ adoption of active coping strategies in an attempt to reduce psychological distress associated with COVID-19 anxiety. (shrink)

Relational bullying is a form of indirect bullying that often occurs in schools, involving acts of exclusion, neglect, spreading negative rumors, gossip, and social manipulation. This research aims to develop a theoretical model of relational bullying and determine the influence of extraversion personality, peer conformity, and school climate on it in boarding students. This research uses a quantitative approach. The study involved 210 madrasah tsanawiyah students boarding at Makrifatul Ilmi and Al Quraniyah Islamic boarding schools in South Bengkulu (...) Regency. The results showed that theoretical models of influence can influence relational bullying among students. The R square value was 0.68, indicating that personality variables extraversion, peer conformity, and school climate can explain relational bullying by 68%. Extraverted personality had a positive effect on relational bullying, peer conformity had a positive effect, and school climate had a positive effect. This research contributes to the development of a more specific relational bullying theory model in psychology and suggests a holistic approach that includes guidance and counseling for teachers, collaboration between parents and the school, socialization and education for interventions to overcome relational bullying behavior. (shrink)

Social and Emotional Learning in Action is an easy to use sourcebook facilitated by teaching and/or counseling practitioners primarily in school settings. The pedagogical basis for these lessons are shaped around the research findings of the Collaborative for Academic, Social, and Emotional Learning, indicating that the inclusion of social and emotional development programs positively affect academic achievement.

We expect schools to be a safe haven, but after more than a decade of targeted school violence prevention laws and safety plans, students are still marginalized and bullied to the point of despondence, retaliation, and even suicide. This thoughtful exploration of what makes a school a safe place is based on the understanding that violence is a continuum of acts and attitudes–subtle to overt–that have a negative effect on how students feel and learn.

Business schools play an instrumental role in laying the foundations for ethical behavior and socially responsible actions in the business community. Drawing on social learning and identity theories and using data collected from undergraduate business students, we found that ethical climate was a significant predictor of unethical behavior, such that students with positive perceptions about their business school’s ethical climate were more likely to refrain from unethical behaviors. Moreover, we found that high moral and institutional identities strengthened (...) the effect of ethical climate on unethical behavior. In addition to novel theoretical contributions to the business ethics and socio-psychology literature, this study offers practical pathways through which business schools can nurture and instill the values and behaviors that ultimately help shape positive organizational ethics. Directions for future research are provided. (shrink)

This study investigates the classroom climate in two settings of the 6th?grade class (a setting of children with special needs and a setting without children with special needs), focusing on aspects of satisfaction and cohesiveness on one side and friction, competitiveness and difficulties on the other. The study results indicate the existence of both positive and negative consequences of the integration of hearing?impaired pupils. Heterogeneity achieved by the presence of children with special needs included positive benefits for all pupils (...) in the mainstream classroom and helped to prevent friction and a competitive atmosphere, and provided opportunities for accepting exceptionalities, and developing social skills, ethical values and empathic abilities among school peers. On the other hand was concern related to difficulties of cognition, the only dimension on which comparative settings statistically and significantly differed concerning the classroom climate with integrated pupils. (shrink)

Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, (...) given the escalating crisis that is climate change, potentially dangerous. Instead, we propose integrating three well-established educational practices, Philosophy for Children, place-responsive pedagogies, and Critical Indigenous Pedagogy, to help teachers and students critically examine climate change controversy while still meeting the key goals of climate change education. (shrink)

Climate and evolution represents an important contribution to evolutionary biogeography, that influenced several authors, notably Karl P. Schmidt, George S. Myers, George G. Simpson, Philip J. Darlington, Ernst Mayr, Thomas Barbour, John C. Poynton, Allen Keast, Léon Croizat, Robin Craw, Michael Heads, and Osvaldo A. Reig. Authors belonging to the “New York School of Zoogeography” –a research community including Matthew, Schmidt, Myers and Simpson– accepted Matthew’s “Holarcticism” and the permanence of ocean basins and continents, whereas others, especially panbiogeographers (...) and cladistic biogeographers, were extremely critical and reacted against these ideas. “Holarcticism” has been falsified and rejected by dispersalists and the “New York School of Zoogeography” disappeared in the 1970s. Matthew, however, continues being identified by panbiogeographers and cladistic biogeographers as a key representative of classic dispersalism, helping provide some cohesion to their research communities. (shrink)

This essay revisits a debate about literary fiction’s ability to depict the consequences of climate change. Philosopher McKenzie Wark’s 2017 essay, ‘On the Obsolescence of the Bourgeois Novel in the Anthropocene’, offers one of many critiques of climate fiction, such as Amitav Ghosh’s influential book, The Great Derangement. But while Ghosh sees a shortcoming in contemporary novels in their lack of representation of major climate events, Wark emphasises the importance of collective action, conversation, and connection, beyond the (...) limits of literature. Since Wark’s intervention, the global School Strike for Climate in 2019 and 2020 brought more participatory post-literary forms to represent climate change. Jean- Luc Nancy’s theory of participation, that there is no mimesis without participation (methexis), sees a tense relation between the two rather than an opposition or conflict. I argue that Wark, by not undervaluing participation, disrupts a hierarchy that privileges the imitator at the expense of the imitation. To explore this relation, I consider how the slogan ‘there is no Planet B’ forms a snapshot of our twenty- first-century mimetic condition, from which no imitative representation will save us. Can Wark expand the vision of another relational kind of femininity in her later writing to support the demand to take part in transformational action against climate catastrophe, beyond mimetic representation carried in the form of the novel? (shrink)

Background The ethical competence of head nurses plays a pivotal role in nursing ethics. Ethical climate is a prerequisite for ethical competence, and moral resilience can positively influence an individual’s ethical competence. However, few studies have focused on the relationship between ethical climate, moral resilience, and ethical competence among them. Objectives To investigate the relationship between ethical climate, moral resilience, and ethical competence, and examine the mediating role of moral resilience between ethical climate and ethical competence (...) among head nurses. Design A quantitative, cross-sectional study. Methods A total of 309 Chinese head nurses completed an online survey, including ethical climate questionnaire, Rushton moral resilience scale, and ethical competence questionnaire. Inferential statistical analysis includes Pearson’s correlation and a structural equation model. Ethical considerations This study received ethical approval from the Institutional Review Board of Xiangya Nursing School of Central South University (No. E2023146). Results Head nurses’ ethical climate score positively impacted ethical competence (r = 0.208, p <.001), and ethical climate could affect ethical competence through the mediating role of moral resilience. Conclusion This study emphasized the value of ethical climate in moral resilience of head nurses, ultimately leading to an enhancement in their ethical competence. (shrink)

Climate change confronts us with our most pressing challenges today. The global consensus is clear that human activity is mostly to blame for its harmful effects, but there is disagreement about what should be done. While no shortage of proposals from ecological footprints and the polluter pays principle to adaptation technology and economic reforms, each offers a solution – but is climate change a problem we can solve? In this provocative new book, these popular proposals for ending or (...) overcoming the threat of climate change are shown to offer no easy escape and each rest on an important mistake. Thom Brooks argues that a future environmental catastrophe is an event we can only delay or endure, but not avoid. This raises new ethical questions about how we should think about climate change. How should we reconceive sustainability without a status quo? Why is action more urgent and necessary than previously thought? What can we do to motivate and inspire hope? Many have misunderstood the kind of problem that climate change presents – as well as the daunting challenges we must face and overcome. Climate Change Ethics for an Endangered World is a critical guide on how we can better understand the fragile world around us before it is too late. This innovative book will be of great interest to students and scholars of climate change, climate justice, environmental policy and environmental ethics. "This book offers a rare combination of tough-mindedness, analytic rigor, and passion as it tackles the greatest challenge of our time―climate change. For Brooks, it’s past time to acknowledge that climate change cannot be solved though the careful selection of good polices. Climate change is an unavoidable tragedy that we must endure but may be able to survive. Offering a program that emphasizes flexibility and adaptation, Brooks brings original insights to a debate that too long has been bogged down in wishful thinking and empty scholasticism." Professor Eric Posner, Kirkland & Ellis Distinguished Service Professor of Law at the University of Chicago's Law School. (shrink)

Journal of Philosophy of Education, EarlyView.

School social climate from a multidimensional perspective is a focus of great interest in international research and educational and well-being public policies due to the high prevalence of interpersonal violence in adolescents, currently considered a global public health problem. The object of the present study was to assess the psychometric measurement capacity of a set of items to evaluate school social climate in the Student Context Questionnaire of the Chilean Education Quality Measurement System. The sample analyzed (...) consisted of second-year high school students who replied to a Student Context Questionnaire in 2015. Exploratory and confirmatory factorial analyses were carried out in a measurement model to identify the presence of constructs and items of high homogeneity. The results showed an acceptable to a good fit in the final model, which consisted of 15 latent constructs, and also showed invariance for school administrative dependencies and invariance for sex. All the above implies a contribution to the public organisms that create standardized tests along with the investigation in compulsory secondary education measurement to prevent future violent behaviors, contribute to reducing interpersonal violence, and improve the well-being of the educational community. (shrink)

Background: Ethical climate and moral distress have been shown to affect nurses’ ethical behaviour. Despite the many ethical issues in paediatric oncology nursing, research is still lacking in the field. Research aim: To investigate paediatric oncology nurses’ perceptions of ethical climate and moral distress. Research design: In this cross-sectional study, data were collected using Finnish translations of the Swedish Hospital Ethical Climate Survey–Shortened and the Swedish Moral Distress Scale–Revised. Data analysis includes descriptive statistics and non-parametric analyses. Respondents (...) and research context: Ninety-three nurses, working at paediatric oncology centres in Finland, completed the survey. Ethical considerations: According to Finnish legislation, no ethical review was needed for this type of questionnaire study. Formal research approvals were obtained from all five hospitals. Return of the questionnaire was interpreted as consent to participate. Results: Ethical climate was perceived as positive. Although morally distressing situations were assessed as highly disturbing, in general they occurred quite rarely. The situations that did appear often reflected performing procedures on school-aged children who resist such treatment, inadequate staffing and lack of time. Perceptions of ethical climate and frequencies of morally distressing situations were inversely correlated. Discussion: Although the results echo the recurrent testimonies of busy work shifts, nurses could most often practise nursing the way they perceived as right. One possible explanation could be the competent and supportive co-workers, as peer support has been described as helpful in mitigating moral distress. Conclusion: Nurturing good collegial relationships and developing manageable workloads could reduce moral distress among nurses. (shrink)

This article situates Watsuji Tetsurō's philosophical conception of "climate" within the context of both its historical development and its critical reception by Watsuji's Kyoto School peers. Part one moves across lecture notes, articles, and book editions to historicize and contextualize climate within its four aspects of development: cultural history, hermeneutic phenomenology, "relational in-betweenness," and socio-historical development. Part two develops critical responses to each of these four aspects by Watsuji's Kyoto School peers: Nishida Kitarō, Miki Kiyoshi, Hayashi (...) Tatsuo, Tosaka Jun, and Nakai Masakazu. It ends by briefly considering how these historical and critical considerations might serve as guideposts for contemporary philosophical reconstructions of climate. (shrink)

This research study is focused on detection of relationship between perfectionism and classroom climate in middle school aged children. To detect the level of perfectionism we used the Frost multidimensional perfectionism scale (F-MPS) and for assessing of classroom climate we used My Class Inventory (MCI). In research we also focused on gender differences among each variable. Our research sample consisted of 240 children who attend primary schools and their age was between 10 – 12 years. There were (...) 160 girls and 80 boys, who took part in this research. The results of the research point out that there is no statistically significant relation between perfectionism and positive classroom climate. We also observed no gender differences in variable perfectionism. (shrink)

Climate science denial is serious. It facilitates political procrastination and brings us ever closer to a world beset by growing food insecurity, heatwaves, floods, storms, fires and extensive los...

This paper situates Watsuji Tetsurō’s philosophical conception of “climate” within the context of both its historical development and its critical reception by Watsuji’s Kyoto School peers. Part one moves across lecture notes, articles, and book editions to historicize and contextualize climate within its four aspects of development: cultural history, hermeneutic phenomenology, “relational in-betweenness,” and socio-historical development. Part two develops critical responses to each of these four aspects by Watsuji’s Kyoto School peers: Nishida Kitarō, Miki Kiyoshi, Hayashi (...) Tatsuo, Tosaka Jun, and Nakai Masakazu. It ends by briefly considering how these historical and critical considerations might serve as guideposts for contemporary philosophical reconstructions of climate. (shrink)

Climate change is seen as a super-wicked problem (Fabre 2021), the uncertainties of which are linked to the predictability of climate change and the consequences of actions taken to limit it. Our article proposes to shed light on the conceptions of French students in their final year of high school in relation to this problem and its uncertainties, based on a questionnaire distributed to around 100 students. The analysis allows us to discuss the conditions of possibility of (...) a transformative and critical education. In response to the catastrophist scenarios and the feelings of powerlessness and anxiety that are very prevalent in this corpus, the importance of an education that gives room to uncertainties emerges. (shrink)

One challenge posed by climate change education is that, despite the scientific consensus on human induced climate change, the issue is controversial and politicised. A recent poll conducted in the USA revealed that 45% of respondents did not believe that human activity is a key cause of climate change, while 8.3% denied that climate change was occurring at all. The poll also found that those with conservative political beliefs were far more likely to deny anthropogenic (...) class='Hi'>climate change. The controversial nature of climate change is a double-edged sword for educators—offering both benefits and risks. Controversial topics can be engaging for students, allowing them to critically examine competing perspectives, justify opinions and, thus, develop and practice critical thinking skills. On the other hand, they may provoke classroom conflict and expose teachers to backlash from students, parents, colleagues or even members of the public, including accusations of indoctrination. This risk has resulted in some teachers adopting problematic approaches to teaching about climate change, such as presenting students with an impartial account of ‘both sides’ of the debate. Some climate change sceptics groups have even developed their own curriculum materials and lobbied for their implementation in schools in order to provide students with a ‘balanced’ account of the issue. These problems, and suggestions for overcoming them, are explored by several papers in this special issue. (shrink)

The paper describes an innovative structured workshop methodology in garden-based-learning called “Nature in Your Face” aimed at provoking a change in citizens behavior and engagement as a consequence of the emotional activation in response to disruptive artistic messages. The methodology challenges the assumption that the change needed to meet the carbon targets can be reached with incremental, non-invasive behavior engineering techniques such as nudging or gamification. Instead, it explores the potential of disruptive communication to push citizens out of their comfort (...) zones and into creative modes of re-creating futures. This is done by confronting us with consequences of consumption by means of art and eco-visualizations. The aim being to achieve awareness, mental flexibility, and spurring debate. Thus, we invite them to react – and act upon these reactions by communicating their feelings or thoughts. This is used as an entrance point for broader and/or deeper engagement in a structured three-step methodology; Framing: A disruptive element is introduced into the local environment. This triggers an emotional reaction, which then is taken up in a process of framing the problem and working with solutions. Twisting: in a guided process, the initial energy from the emotional confrontation is twisted into a creative exploration of innovative solutions, from the perspective of the children. Using: The last stage is using the developed solutions in the local social system. The methodology is being applied in cooperation with a primary school, and is iteratively adjusted and evaluated in a formative, action-research based approach scenario. NiYF is to stimulate societal engagement through deliberately confronting stakeholders with unexpected and potentially upsetting appearances of nature, climate effects, or carbon-neutral lifestyle scenarios. We have verified the practical usefulness and potential of the methodology and found that NiYF triggers societal engagement and transition, negotiating responsibilities and unlocking action potentials. We also found that eco-anxiety, denial, self-efficacy and cognitive dissonance form children’s understanding of plastic. The project marks a paradigm shift from creating knowledge to using knowledge to create action, and a focus on learning from evaluating and adapting the approach in the field. (shrink)

When I was five, a pond and thicket area down the street from my house was filled in and leveled while I was away. I remember coming home and finding my beloved ecosystem denuded of all greenery, and completely empty of the beavers and their dam, the minnows, the birds, and the countless rabbits and squirrels that had been a comforting and valued presence. I was devastated. Consumed and overcome by grief and loss. I did not want to eat, or (...) play, or go to school. I felt as though I had lost something deeply important, and intimately a part of the fabric of my life. It was the first time in my short life that I became aware of the fragility of life—mine and others—and from that moment, I found myself in a different .. (shrink)

Objective: This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students.Methods: Through the quota sampling, 802 students that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard (...) scales. For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn.Results: Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; Structural equation modeling indicates good fit: χ2/df = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031.Conclusion: Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy. (shrink)

Schools may be one important context where adolescents learn and shape the behaviors necessary for promoting global inclusivity in adulthood. Given the importance of bystanders in halting bullying and peer aggression, the focus of this study is on both moral judgments regarding one type of bullying, social exclusion, and factors that are associated with bystander intervention. The study includes 896 adolescents, who were 6th (N= 450,Mage= 11.73), and 9th (N= 446,Mage= 14.82) graders, approximately evenly divided by gender. Participants were primarily (...) European–American (63.3%). Results revealed that girls and participants who perceived better relationships between students and teachers were more likely to judge exclusion to be wrong. Further, ethnic minority participants, those who were more anxious about being rejected by their teachers and reported more teacher discrimination were less likely to judge exclusion as wrong. Participants who reported more positive student–teacher relationships, perceptions of a more positive school social environment and more prior experiences of teacher discrimination were more likely to report that they would seek help for the victim. On the other hand, participants who reported being more angry about teacher rejection, experiencing either peer or teacher discrimination, and perceiving they are excluded from opportunities at school were less likely to intervene to come to the aid of a peer who is being excluded. The results document the complex interplay of school and teacher factors in shaping adolescents’ bystander responses to social exclusion. Our findings suggest that positive school climate can promote intentions to intervene. However, findings indicate that adolescents who are marginalized in their school environments, and who report experiences of rejection, exclusion or discrimination are not willing or likely to intervene to prevent others from experiencing exclusion. (shrink)

We determined the prevailing ethical climate at three different schools of a single university, in order to explore possible differences in the ethical climate related to different research fields: the School of Electrical Engineering, Mechanical Engineering, and Naval Architecture; the School of Humanities and Social Sciences; and the School of Medicine. We used the Ethical Climate Questionnaire to survey the staff at the three schools, and used the research integrity and organizational climate survey (...) for early-stage researchers at the three schools. The dominant ethical climate type perceived collectively at the three university schools was Laws and professional codes, which is associated with the cosmopolitan level of analysis and the ethical construct of principle. Individually, the same climate predominated at the schools for engineering and humanities, but the School of Medicine had the Self-interest ethical climate, which is associated with the individual level of analysis and the egoism ethical construct. In the RIOC survey, early-stage researchers from the three university schools did not differ in their perceptions of the organizational research integrity climate, or in their perceived individual, group or organizational pressures. Our study is the first, to the best of our knowledge, to show differences in perceived ethical climate at a medical school compared to other schools at a university. Further studies are needed to explore the reasons for these differences and how they translate to organizational outcomes, such as job satisfaction, commitment to the institution and dysfunctional behaviour, including research misconduct. (shrink)

In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance—which highlight interdependencies and vulnerabilities in the face of crises in Anthropocene neoliberalism requires rethinking the boundaries (...) of democratic participation and education. In particular, we highlight that school strikes for climate serve as an invitation for adults to let children contribute to their own ongoing formation. A childist philosophical attitude that emphasises mutual teaching—i.e. the adult capacity to see and hear what children show and say—can expand through an engagement with, rather than against school strikes. Children’s political appearance on streets to influence political priorities from an intergenerational global justice point of view is a gift for adults and adultist structures. It is a passage to grasp deep interdependence and to assume appropriate responsibility. If ‘education’ is a beacon of hope in times of overheated despair, then the hope is in educational philosophies that have room for mutual teaching. The philosophical assumption that it is adults who must always, and necessarily, teach children to prepare them for a better future would have to be discarded. (shrink)

The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students (...) to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences. (shrink)

Recent research in the educational context has focused not only on academic achievement but also on subjective well-being (SWB) as both play a major role in students’ lives. Whereas the determinants of academic achievement have been extensively investigated, little research has been conducted on school-related determinants of SWB in comparison with other students’ characteristics. In the present cross-sectional study, we set out to investigate whether perceived school climate predicts school grades and SWB above and beyond other (...) variables that are important for SWB and academic achievement. A sample of 767 8th and 9th grade students (n = 361 female adolescents; age: M = 14.07 years, SD = 0.92) completed measures of SWB, perceived school climate, test anxiety, self-efficacy, and interest. Grade point average (GPA) indicated students’ academic achievement. Data were analyzed with latent structural equation models in which GPA and SWB were regressed on the school climate variables and students’ characteristics. Results indicated that a positive school climate as well as self-efficacy and the worry component of test anxiety predicted SWB and/or GPA after all other variables were controlled for. Directions for future research and the importance of school climate variables on adolescents’ SWB and academic achievement are discussed. (shrink)

We assessed students’ and employees’ perception of ethical climate at a university school of medicine compared to that of social sciences and humanities, as well as temporal changes in the employees’ perception of ethical climate. We also explored potential predictors of ethical climate, including moral foundations. This cross-sectional questionnaire study was conducted at the University of Split School of Medicine and the Faculty of Humanities and Social Sciences, in Croatia, from April to September 2019. We (...) used 36-item Ethical Climate Questionnaire and 22-item Moral Foundation Questionnaire to survey employees, senior and doctoral students. We collected responses using ballot boxes as well as online survey. We collected 449 complete responses. The dominant ethical climates at two schools were “Company rules and procedures” and “Laws and professional codes”. We compared our results with a study conducted in 2012 and found that the perception of ethical climate had not changed dramatically in last 8 years. Ethical climate, or shared social and work-related behaviours, does not seem to change in these institutions even when students and staff are included with faculty in surveys. We provide further discussion of why this seems to be the case. (shrink)

How should we conceptualize direct action against climate change? Although direct action is an increasingly significant tactic by the global climate movement, we lack understanding how direct action contributes to the systemic change necessary for addressing the crisis. Drawing upon critical theories of climate change as a crisis in the social reproduction of the metabolic relations between humans and nature in capitalism, I conceptualize direct action as attempts to intervene directly in the organization of the social metabolism, (...) towards reorganizing these relations in a more socially just and ecologically sustainable manner. My framework thus expands and clarifies the scope and potential of direct action as a means of confronting the capitalist climate crisis, as evidenced by Greta Thunberg’s school strike for climate. (shrink)

_A proactive, inclusive plan for the cross-disciplinary teaching of climate change from preschool to high school._ In _Teach for Climate Justice_, accomplished educator and social and emotional learning expert Tom Roderick proposes a visionary interdisciplinary and intersectional approach to PreK–12 climate education. He argues that meaningful instruction on this urgent issue of our time must focus on climate justice—the convergence of climate change and social justice—in a way that is emotionally safe, developmentally appropriate, and (...) ultimately empowering. Drawing on examples of real-life educators teaching climate change, Roderick identifies eight key dimensions of climate education that will prepare students to face the challenges of the climate crisis and give them the means to take action. These dimensions include not only educating for a deep understanding of the scientific, geopolitical, and socioeconomic equity issues that surround global warming, but also cultivating appreciation for the environment, building a supportive community, and fostering active hope for the future. Roderick's intentional layering of skills will help students develop the knowledge and sense of agency necessary to engage in civil resistance and nonviolent activism. In support of this crucial endeavor, Roderick suggests evidence-based teaching strategies, practices that promote inclusivity, and tools for social and emotional learning. This timely and uplifting book lays out a powerful vision for teaching, learning, and curriculum development to nurture a generation of courageous, informed advocates for climate justice. (shrink)

The purpose of the current study was to examine the influence of individuals’ help-seeking preference and their collective perception of the organizational climate in school on teachers’ mental health. Previous studies demonstrated that HSP was negatively associated with risk of burnout, suggesting that teachers who hesitate to seek help from their colleagues are more likely to have mental health problems. Thus, the current study hypothesized that a collegial organizational climate would be negatively associated with burnout. To test (...) this hypothesis, we developed a scale to measure schoolteachers’ collective perception of their organizational climate, and the newly developed scale was used to assess its relationship with HSP and teachers’ burnout risk. The results demonstrated that younger teachers, a low level of help-seeking, and a less collaborative climate increased the risk of burnout. The results also showed a significant interaction effect, indicating that HSP was less closely associated with teachers’ burnout risk if their organization was perceived as having a collegial climate. These findings clearly show how the social environment of a school’s organizational climate can affect schoolteachers’ mental health in Japan. (shrink)

Young people around the world show considerable engagement with climate change. How can education draw on this engagement in order to benefit students and society? In this article, we discuss how inquiry-based dialogues can support students’ development in their societal engagement. We argue that such dialogues should include real-world problems involving disagreement, which promote students’ agency. We elaborate on qualities of dialogues, such as developing argumentation and perspectives together through respect, attentive listening and recognition of others’ viewpoints. Central theoretical (...) perspectives include inquiry-based dialogues and students’ lived democracy. This research draws on data from a classroom activity where 15–16-year-old students in Norway investigate controversial issues related to electrifying offshore oil platforms. The students are in a learning situation, and the teacher wants them to learn about climate change and the oil industry and the skills and attitudes needed to participate in inquiry-based dialogues. The dialogues show that students bring knowledge, opinions and attitudes from outside school, characteristics that are crucial for students’ engagement. We discuss how teachers can facilitate students’ further engagement by addressing multiple aims of inquiry-based dialogues. (shrink)

Informed by Critical Race Theory, this quantitative study supports civic educators in understanding the role of classroom climate and racial identity in students’ civic engagement during a statewide middle school civics mandate (n = 4707). Findings reveal that students of color experience higher civic engagement and lower civic attitude scores than white-identifying peers, after controlling for school, classroom, and affluence indicators. Students’ perception of whiteness (or perhaps majority status) appeared to correlate with positive civic knowledge and civic (...) attitude, but relative civic inaction. These findings suggest differences in civic outcomes as early as middle school between white-identifying students and students of color. Such differences offer implications for civic education interventions that address not only effective instruction, but civic inequities, students’ perceived agency, and curricular content. (shrink)