Effect of School Climate, Students 'Self-Handicapping Behaviors and Demographic Characteristics on Students' Achievement
This study aimed to examine the relationship between high school students' academic achievements, school climate, student's self-inhibiting behavior and some demographic variables. The research is a correlational study. The sample of the study consists of 981 students studying in three different types of schools in the city center of Karaman in the 2019-2020 academic year. The researcher (s) used structural equation modeling in the research. According to the results of the research, in a school climate (positive climate) that has a success-oriented, supportive teacher behavior and a safe learning environment, students are less likely to have self-handicapping behavior, and students with less self-handicapping behavior are more likely to have a highergrade point average (GPA). The study found that school climate also affects grade point average through self-handicapping. The study found that age, school type, gender and socioeconomic status variables also affected the student's grade point average. In the context of examining student achievement by taking into account structural, social, psychological, and environmental factors of the school, the researcher (s) thought that this research would make an essential contribution to the literature.
Recommended CitationŞahin, Fatih and Çoban, Ömür. (2020). Effect of School Climate, Students 'Self-Handicapping Behaviors and Demographic Characteristics on Students' Achievement. i.e.: inquiry in education: Vol. 12: Iss. 2, Article 6.
Retrieved from: https://digitalcommons.nl.edu/ie/vol12/iss2/6