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A Systematic Review of Studies Investigating the Relationships Between School Climate and Student Outcomes in TIMSS, PISA, and PIRLS

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Book cover International Handbook of Comparative Large-Scale Studies in Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

School climate is a leading factor in explaining student outcomes. Although several studies have reviewed existing research on the link between school climate and student outcomes, these studies only emphasized one or a few aspects of school climate. Moreover, previous reviews have rarely included research examining data from international large-scale assessments (ILSAs). The present study aims to (1) describe how ILSAs conceptualize school climate and assess its multiple aspects (i.e., academic, community, safety, and institutional environment) and (2) review studies using ILSA data to identify the relationships between different aspects of school climate and student outcomes in mathematics, science, and reading. In general, ILSA frameworks cover all aspects of school climate. While the academic, community, and institutional environment aspects are explicitly assessed at the student, class, or school levels, the assessment of safety aspect was less emphasized across ILSAs. Although ILSAs assess multiple aspects of school climate, studies included in this review mainly focused on investigating the academic aspect, particularly in examining teaching and learning. Most studies examined student achievement, and very few focused on affective outcomes, such as student interest, self-efficacy, and attitudes toward a subject. Concerning the relationships between school climate aspects and student outcomes, this review reveals a high alignment between findings from the studies using ILSAs and other studies, including meta-analyses, reviews, and longitudinal studies. The implications of these findings are discussed in relation to improving the assessment of school climate in ILSAs and providing methodological recommendations and directions for future research on school climate using ILSA data.

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Authors and Affiliations

  1. Department of Teacher Education and School Research, University of Oslo, Blindern, Oslo, Norway

    Trude Nilsen & Nani Teig

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  1. Trude Nilsen
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  2. Nani Teig
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Correspondence to Trude Nilsen .

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Editors and Affiliations

  1. University of Oslo, Blindern, Oslo, Norway

    Trude Nilsen

  2. IEA Hamburg, Hamburg, Hamburg, Germany

    Agnes Stancel-Piątak

  3. University of Gothenburg, Gothenburg, Sweden

    Jan-Eric Gustafsson

Section Editor information

  1. CEMO, University of Oslo, Oslo, Norway

    Ronny Scherer

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Nilsen, T., Teig, N. (2022). A Systematic Review of Studies Investigating the Relationships Between School Climate and Student Outcomes in TIMSS, PISA, and PIRLS. In: Nilsen, T., Stancel-Piątak, A., Gustafsson, JE. (eds) International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-38298-8_34-1

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  • DOI: https://doi.org/10.1007/978-3-030-38298-8_34-1

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  • Print ISBN: 978-3-030-38298-8

  • Online ISBN: 978-3-030-38298-8

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