Email this article How School Culture and Climate Mediated Student’s Mathematics Achievement: A Path Analysis of PISA 2022 Indonesia Data
)
| 
Country:
(1) Statistics Study Program, Universitas Negeri Yogyakarta, Indonesia
(2) Statistics Study Program, Universitas Negeri Yogyakarta, Indonesia
Corresponding Author
10.23960/jpp.v15i3.pp1670-1687
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2025 Ayustina Intan Latifah, Kismiantini
How School Culture and Climate Mediated Student’s Mathematics Achievement: a Path Analysis of PISA 2022 Indonesia Data. Indonesia’s declining mathematics performance in PISA 2022 highlights the need to examine key educational factors affecting student achievement. In the post-pandemic context, school culture and climate have become increasingly important in shaping learning outcomes. This study investigates how these factors mediate the effects of teacher support, gender, and socioeconomic and cultural status (ESCS) on students’ mathematics achievement. Objectives: This study aims to: (1) examine the effects of teacher support, gender, and socioeconomic and cultural status on school climate and culture indicators (bullying victimization, sense of belonging, feeling safe, and school safety risks); (2) assess the influence of these indicators on students’ mathematics achievement; (3) analyze the direct effects of the independent variables on mathematics achievement; and (4) evaluate the mediating role of school climate and culture in these relationships. Methods: This quantitative study used cross-sectional data from the PISA 2022 Indonesia dataset, comprising 12,491 students from 410 schools. Data were analyzed using a parallel multiple mediation model with path analysis, employing Maximum Likelihood estimation and nonparametric bootstraping with 1,000 replications. Findings: The results showed that all independent variables significantly affected all four indicators of school culture and climate. Bullying victimization, lack of feeling safe, and school safety risks had significant negative effects on math achievement, while a sense of school belonging had a significant positive effect. Teacher support and gender had significant negative effects on mathematics achievement, while socioeconomic and cultural status had significant positive effects. All mediating variables significantly mediated the relationships between the independent variables and math achievement. Conclusion: Interventions to improve math achievement should not rely solely on direct teacher support, but also prioritize building a positive school climate by strengthening students’ sense of belonging and reducing bullying as these are critical pathways influencing academic success.
Keywords: PISA 2022, mathematics achievement, path analysis, mediation model.
Afriani, & Denisa. (2021). Bullying victimization among junior high school students in Aceh, Indonesia: Prevalence and its differences in gender, grade, and friendship quality. Jurnal Ilmiah Peuradeun, 9(2), 251–274. https://doi.org/10.26811/peuradeun.v9i2.518
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30, 1-34. https://doi.org/10.1007/s10648-016-9389-8
Antonelli-Ponti, M., Monticelli, P. F., Versuti, F. M., Campos, J. R., & Elias, L. C. D. S. (2021). Academic achievement and the effects of the student’s learning context: a study on PISA data. Psico-USF, 26(1), 13–25. https://doi.org/10.1590/1413-82712021260102
Bakchich, J., Claes, N., Carré, A., & Smeding, A. (2024). Examining the effects of socioeconomic status indicators on the association between growth mindset and sense of belonging to school. Social Psychology of Education. https://doi.org/10.1007/s11218-024-09900-8
Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821
Chang, Y. C., & Bangsri, A. (2020). Thai students’ perceived teacher Support on their reading ability: Mediating effects of self-efficacy and sense of school belonging. International Journal of Educational Methodology, 6(2), 435–446. https://doi.org/10.12973/ijem.6.2.435
Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127. https://doi.org/10.3200/MONO.131.2.77-127
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behaviorial sciences (3rd ed.). Lawrence Erlbaum Associates, Inc.
Dulay, S., & Karadag, E. (2017). The effect of school climate on student achievement. In The Factors Effecting Student Achievement (Issue May 2017, pp. 199–213). Springer International Publishing. https://doi.org/10.1007/978-3-319-56083-0_12
Estell, D. B., & Perdue, N. H. (2013). Social support and behaviorial and affective school engagement: The effect of peers, parents, and teachers. Psychology in the Schools, 50(4), 325–339. https://doi.org/10.1002/pits.21681
Fox, J., & Weisberg, S. (2018). An R companion to applied regression. Sage publications.
Galliher, R. V., Rostosky, S. S., & Hughes, H. K. (2004). School belonging, self-esteem, and depressive symptoms in adolescents: An examination of sex, sexual attraction status, and urbanicity. Journal of Youth and Adolescene, 33(3), 235–245. https://doi.org/10.1023/B:JOYO.0000025322.11510.9d
Gimenez, G., Mediavilla, M., Giuliodori, D., & Rusteholz, G. C. (2024). Bullying at school and students’ learning outcomes: International perspective and gender analysis. Journal of Interpersonal Violence, 39(11), 2733–2760. https://doi.org/10.1177/08862605231222457
Gutiérrez, M., & Tomás, J. M. (2019). The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement. Educational Psychology, 39(6), 729-748. https://doi.org/10.1080/01443410.2019.1566519
Hayes, A. F. (2022). Introduction to Mediation, Moderation, and Conditional Proccess Analysis: A Regression-Based Approach (3rd ed.). The Guilford Press.
Horton, P. (2019). The bullied boy: masculinity, embodiment, and the gendered social-ecology of Vietnamese school bullying. Gender and Education, 31(3), 394-407. https://doi.org/10.1080/09540253.2018.1458076
Katschnig, T., & Hastedt, D. (2017). Too scared to learn? Understanding the importance of school safety for immigrant students. International Association for the Evaluation of Educational Achievement, 15, 1–7. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED588370&site=ehost-live&authtype=ip,uid
Kim, Y. K., Sanders, J. E., Makubuya, T., & Yu, M. (2020). Risk factors of academic performance: Experiences of school violence, school safety concerns, and depression by gender. Child and Youth Care Forum, 49(5), 725–742. https://doi.org/10.1007/s10566-020-09552-7
Kogar, E. Y. (2021). An investigation of the mediating role of various variables in the effect of both gender and economic, social and cultural status on reading literacy. International Journal of Progressive Education, 17(1), 376–391. https://doi.org/10.29329/ijpe.2021.329.24
Kogar, H. (2015). Examination of factors affecting PISA 2012 mathematical literacy through mediation model. Ted Egitim Ve Bilim, 40(179). https://doi.org/10.15390/EB.2015.4445
Kuang, X., Mok, M. M. C., Chiu, M. M., & Zhu, J. (2019). Sense of school belonging: Psychometric properties and differences across gender, grades, and East Asian societies. PsyCh Journal, 8(4), 449–464. https://doi.org/10.1002/pchj.275
Lenzi, M., Sharkey, J., Furlong, M. J., Mayworm, A., Hunnicutt, K., & Vieno, A. (2017). School sense of community, teacher support, and students’ school safety perceptions. American Journal of Community Psychology, 60(3–4), 527–537. https://doi.org/10.1002/ajcp.12174
Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113(March), 104946. https://doi.org/10.1016/j.childyouth.2020.104946
López, F. (2019). How educational settings inform Latino student identity and achievement. Policy Insights from the Behavioral and Brain Sciences, 6(2), 170–177. https://doi.org/10.1177/2372732219860859
MacKinnon, D. P. (2015). Mediating variable. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (Second Edi, Vol. 15). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.44037-7
Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8(DEC), 1–21. https://doi.org/10.3389/fpsyg.2017.02069
Mcknight, M., & Schubotz, D. (2024). Feeling safe ? Gender-based violence experiences of 16-year-olds. 158, 1–6.
Mcneely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4), 138–146.
Mijanovich, T., & Weitzman, B. C. (2003). Which “broken windows” matter? School, neighborhood, and family characteristics associated with youths’ feelings of unsafety. Journal of Urban Health, 80(3), 400–415. https://doi.org/10.1093/jurban/jtg045
Nurmi, J. E. (2012). Students’ characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review, 7(3), 177-197. https://doi.org/10.1016/j.edurev.2012.03.001
OECD. (2023a). PISA 2022 assessment and analytical framework. OECD Publishing. https://doi.org/https://doi.org/10.1787/dfe0bf9c-en
OECD. (2023b). PISA 2022 results (Volume II). OECD Publishing. https://doi.org/10.1787/a97db61c-en
Oktaviani, U., Kumawati, S., Apriliyani, M. N., Nugroho, H., & Susanti, E. (2020). Identifikasi faktor penyebab rendahnya hasil belajar matematika peserta didik di SMK Negeri 1 Tonjong [Identification of factors causing low mathematics learning outcomes of students at SMK Negeri 1 Tonjong]. MATH LOCUS: Jurnal Riset Dan Inovasi Pendidikan Matematika, 1(1), 1–6. https://doi.org/10.31002/mathlocus.v1i1.892
Ortega-Rodríguez, P. J. (2025). PISA 2022: The impact of school-environment predictors on the performance of spanish students. Revista Espanola de Pedagogia, 83(290), 223–240. https://doi.org/10.22550/2174-0909.4100
Osher, D., Dwyer, K. P., Jimerson, S. R., & Brown, J. A. (2012). Developing safe, supportive, and effective schools: Facilitating student success to reduce school violence. In S. Jimerson, A. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of School Violence and School Safety (2nd ed., pp. 27–44). Routledge/Taylor & Francis Group.
Paramesti, A. L., Zefanya, J. N., Berliani, B., & Ramadhani, D. N. (2024). Nilai PISA rendah, ekonomi susah: Hubungan kualitas pendidikan terhadap pertumbuhan ekonomi [Low PISA scores, poor economy: The relationship of education quality to economic growth]. HIMIESPA FEB UGM. https://himiespa.feb.ugm.ac.id/nilai-pisa-rendah-ekonomi-susah-hubungan-kualitas-pendidikan-terhadap-pertumbuhan-ekonomi/
Penghui, H., & Mengfan, X. (2024). Does competitive school climate really harm to students’ anti-bullying attitude: empirical evidence from China. BMC Public Health, 24(1), 2927. https://doi.org/10.1186/s12889-024-20444-6
Pontes, N. M. H., Ayres, C. G., Lewandowski, C., & Pontes, M. C. F. (2018). Trends in bullying victimization by gender among U.S. high school students. Research in Nursing and Health, 1–9. https://doi.org/10.1002/nur.21868
Prusinski, E., Hastedt, D., & Dohr, S. (2019). Do both boys and girls feel safe at school – and does it matter? Compass: Briefs in Education, 5.
Putwain, D. W., & Daly, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance?. Learning and Individual Differences, 27, 157-162. https://doi.org/10.1016/j.lindif.2013.07.010
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793
Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
Salsabila, A., & Puspitasari. (2020). Faktor-faktor yang mempengaruhi prestasi belajar siswa sekolah dasar [Factors that influence learning achievement of elementary school students]. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 2(2), 278–288.
Sari, D. A. K., & Setiawan, E. P. (2023). Literasi baca siswa Indonesia menurut jenis kelamin, growth mindset, dan jenjang pendidikan: Survei PISA [Reading literacy of Indonesian students by gender, growth mindset, and level of education: PISA survey]. Jurnal Pendidikan Dan Kebudayaan, 8(1), 1–16. https://doi.org/10.24832/jpnk.v8i1.3873
Schultz, T. W. (1961). Investment in human capital. The American Economic Review, 51(1), 1-17.
Setiawan, E. P., Kismiantini, & Montesinos-lópez, O. A. (2024). How economics-socio-cultural status affect Indonesian students’ performance in mathematics ? an insight from PISA 2012-2022. Jurnal Pendidikan Progresif, 14(03), 1800–1816. https://doi.org/10.23960/jpp.v14.i3.2024122
Shumow, L., & Lomax, R. G. (2001). Predicting perceptions of school safety. The School Community Journal, 11(2), 93–112.
Tosto, M. G., Asbury, K., Mazzocco, M. M. M., Petrill, S. A., & Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and Individual Differences, 50, 260–269. https://doi.org/10.1016/j.lindif.2016.07.009
Vasilescu, R., Barna, C., Epure, M., & Baicu, C. (2010). Developing university social responsibility: A model for the challenges of the new civil society. Procedia-Social and Behavioral Sciences, 2(2), 4177-4182. https://doi.org/10.1016/j.sbspro.2010.03.660
Venables, W. N., & Ripley, B. D. (2002). Modern applied statistics with S (4th ed.). Springer. https://www.stats.ox.ac.uk/pub/MASS4/
Wang, J., & Wang, X. (2020). Structural equation modeling: application using mplus (2nd ed.). John Wiley & Sons, Inc.
Wardat, Y., Belbase, S., Tairab, H., Takriti, R. A., Efstratopoulou, M., & Dodeen, H. (2022). The influence of student factors on students’ achievement in the Trends in International Mathematics and Science Study in Abu Dhabi Emirate Schools. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1168032
Wickham, H. (2011). The split-apply-combine strategy for data analysis. Journal of Statistical Software, 40(1), 1–29. https://doi.org/10.18637/jss.v040.i01
Wickham, H. (2016). ggplot2: Elegant graphics for data analysis. Springer-Verlag New York. https://ggplot2.tidyverse.org
Wickham, François, R., Henry, L., Müller, K., & Vaughan, D. (2023). dplyr: A Grammar of Data Manipulation. https://dplyr.tidyverse.org
Wingard, A. K., Hermawan, H. D., & Dewi, V. R. (2020). The effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in Hong Kong. Indonesian Journal on Learning and Advanced Education (IJOLAE), 2(2), 68–74. https://doi.org/10.23917/ijolae.v2i2.9350
Winnaar, L. (2020). The effect of school climate: How feelings of safety and belonging support learners’ achievement. 19(2), 20–22.
Wong, T. K. Y., Tao, X., & Konishi, C. (2018). Teacher support in learning: Instrumental and appraisal support in relation to math achievement. Issues in Educational Research, 28(1), 202–219.
Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher’s emotional support and math performance: The chain mediating effect of academic self-efficacy and math behavioral engagement. Frontiers in Psychology, 12(September), 1–10. https://doi.org/10.3389/fpsyg.2021.651608
Yusuf, A., Habibie, A. N., Efendi, F., Kurnia, I. D., & Kurniati, A. (2019). Prevalence and correlates of being bullied among adolescents in Indonesia: Results from the 2015 Global School-based Student Health Survey. International Journal of Adolescent Medicine and Health, 34(1), 1-7. https://doi.org/10.1515/ijamh-2019-0064
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats