Effects of classroom and school climate on language minority students’ PISA mathematics self-concept and achievement scores

Abstract Grounded in ecological theory, this study investigated relative contributions of perceived classroom and school climate variables to mathematics self-concept achievement English-at-home English learner (EL) students using PISA 2012 data for American middle-grade students. For both outcomes, results 3-step hierarchical linear regression models the combined sample closely mirror those mask unique characteristic ELs. self-concept, six ( management, cognitive activation, disciplinary climate, teacher support, sense belonging, student relations ) out seven predictors were statistically significant positive support being strongest); only two Similarly, group discrepancies found achievement. Five belonging school, , Yet, three significantly predicted Classroom was consistently an important predictor across outcomes populations strongest contributor Implications future directions are discussed.