Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study

Abstract Teacher-student interactions are crucial in understanding the role of a supportive climate instructional practices. The present study investigates perceptions 15-year-old Nordic students regarding four aspects their science class: teacher support, fairness, feedback, and class discipline. Multilevel modelling analysis is used to examine extent which perceived can explain variation students’ achievements. Overall, main findings based on Programme for International Student Assessment (PISA) 2015 data from Denmark, Finland, Iceland, Norway, Sweden indicate that at student level, feedback teachers perceiving as fair explains significant variations achievement. provides practical theoretical implications about importance strong teacher-student relationships comprehending concept climate.