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Amirkhan, J., & Auyeung, B. (2007). Coping with stress across the lifespan: Absolute vs. relative changes in strategy. Journal of Applied Developmental Psychology, 28(4), 298-317.
Baker, J. A., Dilly, L. J., Aupperlee, J. L., and Patil, S. A. (2003). The developmental context of school satisfaction: schools as psychologically healthy environments. Sch. Psychol. Quart. 18, 206–221. doi:
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bradshaw, C., Koth, C., Thornton, L., & Leaf, P. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10, 100–115.
Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-267.
Bergren, D. A. (2014). The impact of school climate on student achievement in the middleschools of the commonwealth of Virginia: A quantitative analysis of existing data. Available from ProQuest Dissertations & Theses Global.
Carver, C. S., & Connor-Smith, J. K. (2010). Personality and coping. Annual Review of Psychology, 61, 679–704.
Chiu, M. M. (2010). Effects of inequality, family, and school on mathematics achievement: Country and student differences. Social Forces, 88(4), 1645-1676.
Cohen, J., McCabe, E. M., Michelli, N. M., and Pickerall, T. (2009). School climate: research, policy, practice, and teacher education. Teach. College.Rec. 111, 180–213. https://www.researchgate.net/publication/235420504_School_Climate_Research_Policy_Teacher_Education_and_Practice
Cortes, K. I., & Kochenderfer-Ladd, B. (2014). To tell or not to tell: What influences children's decisions to report bullying to their teachers? School Psychology Quarterly, 29(3), 336-348. DOI: http://doi.org/10.1037/spq0000078.
Evans, P., Martin, Andrew J., Ivcevic, Z. (2018). Personality, coping, and school well‑being an investigation of high school students. Social Psychology of Education.
Fan, F. A. (2012). Teacher: Students ‘interpersonal relationships and students‘academic achievements in social studies. Teachers and Teaching, 18(4), 483-490.
Fibel, B., & Hale, W. D. (1978). The generalized expecatancy for success scale-A new measure. Journal of Consulting and Clinical Psychology, 924-931.
Freiberg, H. J. (1998). Measuring school climate: Let me count the ways. Educational Leadership, 56(1), 22-26.
Frydenberg, E. (2008). Adolescent coping: Advances in theory, research, and practice. New York: Routledge.
Frydenberg, E., & Lewis, R. (2000). Teaching coping to adolescents: When and to whom? American Educational Research Journal, 727-745.
Frydenberg, E., Care, E., Freeman, E., & Chan, E. (2009). Interrelationships between coping, school connectedness and wellbeing. Australian Journal of Education, 261-276.
Gregory, A., & Cornell, D. (2009). ―Tolerating‖ adolescent needs: Moving beyond zero tolerance policies in high school. Theory into Practice, 48(2), 106-113.
Hale, W. D., Fiedler, L. R., & Cochran, C. D. (1992). The revised generalized expectancy for success scale: A validity and reliability study. Journal of Clinical Psychology, 517-521.
Henry, D. B., Farrell, A. D., Schoeny, M. E., Tolan, P. H., and Dymnicki, A. B. (2011). Influence of school-level variables on aggression and associated attitudes of middle school students. J. Sch. Psychol. 49, 481–503.
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Review of Education, 103-135.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Lee, J.-S. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330-340.
McCoy, D. C., Roy, A. L., & Sirkman, G. M. (2013). Neighborhood crime and school climate as predictors of elementary school academic quality: A cross-lagged panel analysis. American journal of community psychology, 52(1-2), 128-140.
Nevid JS, Rathus SA (2007) How Psychologists Study Adjustment. In: Nevid JS, Rathus SAeditors. Psychology and the Challenges of Life: Adjustment in the New Millennium. 10th ed. United States: John Wiley & Sons, Inc. 20–37.
Nicolai, K. A., Laney, T., & Mezulis, A. H. (2013). Different stressors, different strategies, different outcomes: How domain-specific stress responses differentially predict depressive symptoms among adolescents. Journal of Youth and Adolescence, 42(8), 1183-1193.
Saha, R., Huebner, E. S., Hills, K. J., Malone, P. S., & Valois, R. F. (2014). Social coping and life satisfaction in adolescents. Social Indicators Research, 115(1), 241–252.
Santrock, J. W. 2005. Psychology: 7th (seventh) Edition. Publisher: McGraw-Hill Companies.
Snyder, C. R., & Mann Pulvers, K. (2001). Dr. Seuss, the coping machine, and “Oh, the places you’ll go”. In C. R. Snyder. (Ed.), Coping with Stress: Effective People and Processes. New York: Oxford University Press.
Steinberg, L. (2002). Adolesecence. 6th ed. New York: McGraw-Hill.
Steinmayr, R., Heyder, Naumburg, C., Michels, J., & Wirthwein, L. (2018). School-related and individual predictors of subjective well-being and academic achievement. Frontiers in Psychology, 2631.
Taylor, E. (2014). Race achievement gap: How motivation orientation, school climate, and academic self-concept predict school achievement. (Doctoral dissertation), retrieved from ProQuest. (UMI No. 3579647)
Thapa, A. & Cohen, J. (2013). A review of school climate research. Review of Educational Research Season XXXX, Vol. XX, No. X, xx–xx.
Voight, Adam., Austin, Gregory., Hanson, Thomas. 2013. A Climate for Academic Success: How school climate distinguishes schools that are beating the achievement odds (Full Report). San Francisco: WestEd Publications Center.
Voight, A., Nixon, C. T., & Nation, M. (2011). The relationship between school climate and key educational outcomes for urban middle school students. Paper presented at the AERA Annual Conference, New Orleans.
Wang, M.-T., Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A tobit regression analysis of the covariation between middle school students' perceived school climate and behavioral problems. Journal of Research on Adolescence 20(2), 274-286.
Wigfield, A., & Eccles, J. S. (2000). Expectancy—Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25:68-81.
Yong, Fung L, (2010). A Study on The Self-Efficacy and Expectancy for Success of Pre-University Students. Eruopean Journal of Social Sciences. Vol. 13, No.4.
Zullig, K. J., Collins, R., Ghani, N., Patton, J. M., Scott Huebner, E., & Ajamie, J. (2014). Psychometric support of the school climate measure in a large, diverse sample of adolescents: A replication and extension. Journal of School Health, 84(2), 82-90.
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28 (2),139-152.
Amirkhan, J., & Auyeung, B. (2007). Coping with stress across the lifespan: Absolute vs. relative changes in strategy. Journal of Applied Developmental Psychology, 28(4), 298-317.
Baker, J. A., Dilly, L. J., Aupperlee, J. L., and Patil, S. A. (2003). The developmental context of school satisfaction: schools as psychologically healthy environments. Sch. Psychol. Quart. 18, 206–221. doi:
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bradshaw, C., Koth, C., Thornton, L., & Leaf, P. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10, 100–115.
Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-267.
Bergren, D. A. (2014). The impact of school climate on student achievement in the middleschools of the commonwealth of Virginia: A quantitative analysis of existing data. Available from ProQuest Dissertations & Theses Global.
Carver, C. S., & Connor-Smith, J. K. (2010). Personality and coping. Annual Review of Psychology, 61, 679–704.
Chiu, M. M. (2010). Effects of inequality, family, and school on mathematics achievement: Country and student differences. Social Forces, 88(4), 1645-1676.
Cohen, J., McCabe, E. M., Michelli, N. M., and Pickerall, T. (2009). School climate: research, policy, practice, and teacher education. Teach. College.Rec. 111, 180–213. https://www.researchgate.net/publication/235420504_School_Climate_Research_Policy_Teacher_Education_and_Practice
Cortes, K. I., & Kochenderfer-Ladd, B. (2014). To tell or not to tell: What influences children's decisions to report bullying to their teachers? School Psychology Quarterly, 29(3), 336-348. DOI: http://doi.org/10.1037/spq0000078.
Evans, P., Martin, Andrew J., Ivcevic, Z. (2018). Personality, coping, and school well‑being an investigation of high school students. Social Psychology of Education.
Fan, F. A. (2012). Teacher: Students ‘interpersonal relationships and students‘academic achievements in social studies. Teachers and Teaching, 18(4), 483-490.
Fibel, B., & Hale, W. D. (1978). The generalized expecatancy for success scale-A new measure. Journal of Consulting and Clinical Psychology, 924-931.
Freiberg, H. J. (1998). Measuring school climate: Let me count the ways. Educational Leadership, 56(1), 22-26.
Frydenberg, E. (2008). Adolescent coping: Advances in theory, research, and practice. New York: Routledge.
Frydenberg, E., & Lewis, R. (2000). Teaching coping to adolescents: When and to whom? American Educational Research Journal, 727-745.
Frydenberg, E., Care, E., Freeman, E., & Chan, E. (2009). Interrelationships between coping, school connectedness and wellbeing. Australian Journal of Education, 261-276.
Gregory, A., & Cornell, D. (2009). ―Tolerating‖ adolescent needs: Moving beyond zero tolerance policies in high school. Theory into Practice, 48(2), 106-113.
Hale, W. D., Fiedler, L. R., & Cochran, C. D. (1992). The revised generalized expectancy for success scale: A validity and reliability study. Journal of Clinical Psychology, 517-521.
Henry, D. B., Farrell, A. D., Schoeny, M. E., Tolan, P. H., and Dymnicki, A. B. (2011). Influence of school-level variables on aggression and associated attitudes of middle school students. J. Sch. Psychol. 49, 481–503.
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Review of Education, 103-135.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Lee, J.-S. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330-340.
McCoy, D. C., Roy, A. L., & Sirkman, G. M. (2013). Neighborhood crime and school climate as predictors of elementary school academic quality: A cross-lagged panel analysis. American journal of community psychology, 52(1-2), 128-140.
Nevid JS, Rathus SA (2007) How Psychologists Study Adjustment. In: Nevid JS, Rathus SAeditors. Psychology and the Challenges of Life: Adjustment in the New Millennium. 10th ed. United States: John Wiley & Sons, Inc. 20–37.
Nicolai, K. A., Laney, T., & Mezulis, A. H. (2013). Different stressors, different strategies, different outcomes: How domain-specific stress responses differentially predict depressive symptoms among adolescents. Journal of Youth and Adolescence, 42(8), 1183-1193.
Saha, R., Huebner, E. S., Hills, K. J., Malone, P. S., & Valois, R. F. (2014). Social coping and life satisfaction in adolescents. Social Indicators Research, 115(1), 241–252.
Santrock, J. W. 2005. Psychology: 7th (seventh) Edition. Publisher: McGraw-Hill Companies.
Snyder, C. R., & Mann Pulvers, K. (2001). Dr. Seuss, the coping machine, and “Oh, the places you’ll go”. In C. R. Snyder. (Ed.), Coping with Stress: Effective People and Processes. New York: Oxford University Press.
Steinberg, L. (2002). Adolesecence. 6th ed. New York: McGraw-Hill.
Steinmayr, R., Heyder, Naumburg, C., Michels, J., & Wirthwein, L. (2018). School-related and individual predictors of subjective well-being and academic achievement. Frontiers in Psychology, 2631.
Taylor, E. (2014). Race achievement gap: How motivation orientation, school climate, and academic self-concept predict school achievement. (Doctoral dissertation), retrieved from ProQuest. (UMI No. 3579647)
Thapa, A. & Cohen, J. (2013). A review of school climate research. Review of Educational Research Season XXXX, Vol. XX, No. X, xx–xx.
Voight, Adam., Austin, Gregory., Hanson, Thomas. 2013. A Climate for Academic Success: How school climate distinguishes schools that are beating the achievement odds (Full Report). San Francisco: WestEd Publications Center.
Voight, A., Nixon, C. T., & Nation, M. (2011). The relationship between school climate and key educational outcomes for urban middle school students. Paper presented at the AERA Annual Conference, New Orleans.
Wang, M.-T., Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A tobit regression analysis of the covariation between middle school students' perceived school climate and behavioral problems. Journal of Research on Adolescence 20(2), 274-286.
Wigfield, A., & Eccles, J. S. (2000). Expectancy—Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25:68-81.
Yong, Fung L, (2010). A Study on The Self-Efficacy and Expectancy for Success of Pre-University Students. Eruopean Journal of Social Sciences. Vol. 13, No.4.
Zullig, K. J., Collins, R., Ghani, N., Patton, J. M., Scott Huebner, E., & Ajamie, J. (2014). Psychometric support of the school climate measure in a large, diverse sample of adolescents: A replication and extension. Journal of School Health, 84(2), 82-90.
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28 (2),139-152.
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Affiliations
Gesha Narulita
Universitas Lampung
Sugiyo Sugiyo
Universitas Negeri Semarang
Sunawan Sunawan
Universitas Negeri Semarang
How to Cite
Narulita, G., Sugiyo, S., & Sunawan, S. (2021). The Effect of School Climate and Coping Strategies on Expectancy for Success. Jurnal Bimbingan Konseling, 10(3), 176-183. https://doi.org/10.15294/jubk.v10i3.52822
The Effect of School Climate and Coping Strategies on Expectancy for Success
Vol 10 No 3 (2021): Special Issue
Submitted: Dec 20, 2021
Published: Oct 30, 2021
Abstract
School climate and coping strategies are components that help to determine students' expectancy for success. Bad school climate and coping strategies will result in little students who have high expectations for success in the future. This study aims to prove the previous statement, the extent of which the effect of the two components on students' expectancy for success. This correlational study involved 429 students consisting of 8 public high schools in Central Lampung. The finding proves that school climate has a significant effect on expectancy for success. In addition, coping strategies also have a significant positive effect on expectancy for success. The last finding shows that school climate and coping strategies bring a significant effect on expectancy for success. The results of this study are expected to draw implications for the importance of supporting students in establishing positive beliefs for their future success