Campus climate: The role of teacher support and cultural issues
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10451/62622 |
Resumo: | The literature on campus climate has mainly focused on diversity and demographic variables within single or multiple university campuses from one country. There is a need to investigate campus climate further with regard to cultural issues and the role of teachers. This study thus proposed to examine perceived teacher support as a mediator of the relation between institutional and psychosocial variables of the campus climate of two universities from two culturally distinct countries. To achieve this goal, 980 Brazilian and Portuguese university students answered the Institutional and Psychosocial Campus Climate Inventory. Findings showed significant differences in how students from two different countries described their campus climate and how both Brazilian and Portuguese students described their institutional climate more accurately than their psychosocial climate. Moreover, results from a mediation analysis revealed that perceived teacher support mediated the relationship between students’ perceptions of the institutional readiness of their university and their sense of well-being, as well as newcomer adjustment. A moderation analysis showed that the country of origin moderated the relationship between students’ perceived teacher support and newcomer adjustment. Implications for developing a positive campus climate are discussed. |
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Campus climate: The role of teacher support and cultural issuesCampus climateUniversity studentsTeacher supportCultural issuesThe literature on campus climate has mainly focused on diversity and demographic variables within single or multiple university campuses from one country. There is a need to investigate campus climate further with regard to cultural issues and the role of teachers. This study thus proposed to examine perceived teacher support as a mediator of the relation between institutional and psychosocial variables of the campus climate of two universities from two culturally distinct countries. To achieve this goal, 980 Brazilian and Portuguese university students answered the Institutional and Psychosocial Campus Climate Inventory. Findings showed significant differences in how students from two different countries described their campus climate and how both Brazilian and Portuguese students described their institutional climate more accurately than their psychosocial climate. Moreover, results from a mediation analysis revealed that perceived teacher support mediated the relationship between students’ perceptions of the institutional readiness of their university and their sense of well-being, as well as newcomer adjustment. A moderation analysis showed that the country of origin moderated the relationship between students’ perceived teacher support and newcomer adjustment. Implications for developing a positive campus climate are discussed.Taylor & FrancisRepositório da Universidade de LisboaSouza, Sidclay B.Veiga Simão, AnaFerreira, Paula2024-02-14T15:34:38Z2018-07-262024-02-01T12:02:29Z2018-07-26T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/62622engSouza, S. B., Veiga Simão, A. M., & Ferreira, P. C. (2019). Campus climate: The role of teacher support and cultural issues. Journal of Further and Higher Education, 43(9), 1196-1211. https://doi.org/10.1080/0309877X.2018.14673870309-877Xcv-prod-24671810.1080/0309877X.2018.1467387metadata only accessinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-19T01:18:46Zoai:repositorio.ul.pt:10451/62622Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:38:53.275901Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Campus climate: The role of teacher support and cultural issues |
title |
Campus climate: The role of teacher support and cultural issues |
spellingShingle |
Campus climate: The role of teacher support and cultural issues Souza, Sidclay B. Campus climate University students Teacher support Cultural issues |
title_short |
Campus climate: The role of teacher support and cultural issues |
title_full |
Campus climate: The role of teacher support and cultural issues |
title_fullStr |
Campus climate: The role of teacher support and cultural issues |
title_full_unstemmed |
Campus climate: The role of teacher support and cultural issues |
title_sort |
Campus climate: The role of teacher support and cultural issues |
author |
Souza, Sidclay B. |
author_facet |
Souza, Sidclay B. Veiga Simão, Ana Ferreira, Paula |
author_role |
author |
author2 |
Veiga Simão, Ana Ferreira, Paula |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Souza, Sidclay B. Veiga Simão, Ana Ferreira, Paula |
dc.subject.por.fl_str_mv |
Campus climate University students Teacher support Cultural issues |
topic |
Campus climate University students Teacher support Cultural issues |
description |
The literature on campus climate has mainly focused on diversity and demographic variables within single or multiple university campuses from one country. There is a need to investigate campus climate further with regard to cultural issues and the role of teachers. This study thus proposed to examine perceived teacher support as a mediator of the relation between institutional and psychosocial variables of the campus climate of two universities from two culturally distinct countries. To achieve this goal, 980 Brazilian and Portuguese university students answered the Institutional and Psychosocial Campus Climate Inventory. Findings showed significant differences in how students from two different countries described their campus climate and how both Brazilian and Portuguese students described their institutional climate more accurately than their psychosocial climate. Moreover, results from a mediation analysis revealed that perceived teacher support mediated the relationship between students’ perceptions of the institutional readiness of their university and their sense of well-being, as well as newcomer adjustment. A moderation analysis showed that the country of origin moderated the relationship between students’ perceived teacher support and newcomer adjustment. Implications for developing a positive campus climate are discussed. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-07-26 2018-07-26T00:00:00Z 2024-02-14T15:34:38Z 2024-02-01T12:02:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10451/62622 |
url |
http://hdl.handle.net/10451/62622 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Souza, S. B., Veiga Simão, A. M., & Ferreira, P. C. (2019). Campus climate: The role of teacher support and cultural issues. Journal of Further and Higher Education, 43(9), 1196-1211. https://doi.org/10.1080/0309877X.2018.1467387 0309-877X cv-prod-246718 10.1080/0309877X.2018.1467387 |
dc.rights.driver.fl_str_mv |
metadata only access info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
metadata only access |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor & Francis |
publisher.none.fl_str_mv |
Taylor & Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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