International Journal of School & Educational Psychology vol:1 issue:3 pages:188-198
Students, as one specific group of school stakeholders, have unique perceptions of school climate, which predict academic performance. In the Program for International Student Assessment 2009 Shanghai survey, 5,115 students from 152 schools participated. The results from this study showed that compared with their peers in the countries of the Organization for Economic Cooperation and Development, Shanghai students reported better teacher–student relationships, classroom disciplinary climate, and teacher stimulation of reading, although they had worse attitudes toward school. In line with prior literature, multilevel analyses in this study revealed that students’ individual perceptions of school climate predicted reading achievement in Shanghai. Controlling for student background characteristics, these individual perceptions explained 1.71% of the within-school differences in reading achievement.