Clima escolar e desempenho acadêmico: efeitos do comportamento disruptivo e sentimento de pertencimento nos resultados do PISA 2018

• Ano de defesa: 2024
• Autor(a) principal: Josielli Teixeira de Paula Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Clima escolar; Desempenho escolar; Bullying; Indisciplina; Sentimento de pertencimento; Programa Internacional de Avaliação de Alunos; Educação; Ambiente escolar; Rendimento escolar; Bullying nas escolas; Assédio nas escolas; Estudantes - Desempenho; Disciplina escola
• Link de acesso: http://hdl.handle.net/1843/78042

This dissertation aims to investigate the impact of school climate on student performance. Based on studies about effective schools, which identify school characteristics capable of improving outcomes and minimizing inequalities in school system entry, school climate is highlighted as one of these factors. In this study, we investigate the correlations between school climate and student performance, emphasizing both the direct and indirect effects of school climate on academic results. The associations between school climate and individual student characteristics, socioeconomic status, and school contextual characteristics were also investigated. Data from the Programme for International Student Assessment (PISA) for the year 2018 were used. School climate was analyzed based on seven indicators: bullying, indiscipline, student absences and tardiness, average disruptive behavior of students in school, students' sense of belonging, school cohesion, and teacher enthusiasm. The sample comprised 10,691 students from 597 public and private schools. Multilevel structural equation models were estimated, a multivariate method that combines factor analysis, multivariate regression, path analysis, and multilevel modeling. A latent variable for disruptive behavior was created from observed variables related to the dimensions of bullying, indiscipline, absences, and tardiness at the school level. In the deterministic part of the model, latent variables related to the socioeconomic context at both the student and school levels were used. Among the main findings, it was highlighted that disruptive behavior is the variable that most negatively affects students' scores. In contrast, teacher enthusiasm and school cohesion are the variables that most positively influence academic performance. Considering that these indicators are essential elements of school climate, it is the responsibility of educational institutions to implement actions that promote a positive environment and reduce the incidence of disruptive behaviors. In this way, schools will contribute to student success and ensure quality education.