Enhancing learners' academic mindedness through supportive school climate: Evidence from TIMSS 2023
DOI:
https://doi.org/10.38140/ijer-2025.vol7.2.21Keywords:
Academic support, academic mindedness, TIMSS, school safety, learning environmentAbstract
Academic mindedness is essential for students’ engagement and success at all educational levels. While many educational administrators aim to promote academic mindedness to improve learning outcomes, the connection between a supportive school climate—encompassing factors like school safety, teacher-student interactions, class size, and the overall learning environment—and academic mindedness is underrepresented in the literature. This gap is a key motivation for the present study. The research utilised the 2023 data from the Trends in International Mathematics and Science Study (TIMSS) and developed a five-construct Structural Equation Model to analyse the causal relationships between supportive school climate factors and academic mindedness. The model's quality criteria showed that the Standard Root Mean Square Residual (SRMR) was 0.041, and the Norm Fit Index (NFI) was 0.93, both meeting acceptable benchmarks. The findings indicate that the learning environment (B=0.117, t=11.255, p<0.05), class size (B=-0.026, t=2.767, p<0.05), school safety (B=0.504, t=29.067, p<0.05), and teacher-student interactions (B=0.041, t=4.205, p<0.05) significantly predict students' academic mindedness. These results highlight the significance of a supportive school climate in fostering students' academic motivation. Therefore, school stakeholders must take proactive steps to support students in achieving their academic goals. These findings contribute to the existing literature on the role of supportive school climate in fostering students’ academic mindedness. This study implies that school authorities and management should provide a supportive school climate characterised by trust, respect, safety, inclusivity, and strong relationships for both students and school staff.
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