School Warmth, Student Participation, and Achievement

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Abstract
In this study, the author tested the hypothesis that student perceptions of school warmth contribute to the explanation of important student behaviors such as participation in class and academic achievement. School warmth was defined as the degree of teacher warmth, caring, and supportiveness as perceived by the student. Using a nationwide sample of 13,121 eighth graders, the author examined the influence of participation as a mediator between school warmth and academic achievement. The findings indicated that, although warmth was significantly related to academic achievement and to participation, the relationship between warmth and achievement was nonexistent after the effect of participation was eliminated. Students' participation in class may have a prominent and crucial influence on the relationship between students' perceptions and achievement.