Dampness and student-reported social climate : two multilevel mediation models
Finell, E., Tolvanen, A., Pekkanen, J., Ståhl, T., & Luopa, P. (2021). Dampness and student-reported social climate : two multilevel mediation models. Environmental Health, 20, Article 30. https://doi.org/10.1186/s12940-021-00710-5
Published inEnvironmental Health
© 2021 the Authors
Background Little previous research has analysed the relationship between schools’ indoor air problems and schools’ social climate. In this study, we analysed a) whether observed mould and dampness in a school building relates to students’ perceptions of school climate (i.e. teacher-student relationships and class spirit) and b) whether reported subjective indoor air quality (IAQ) at the school level mediates this relationship. Methods The data analysed was created by merging two nationwide data sets: survey data from students, including information on subjective IAQ (N = 25,101 students), and data from schools, including information on mould and dampness in school buildings (N = 222). The data was analysed using multilevel mediational models. Results After the background variables were adjusted, schools’ observed mould and dampness was not significantly related to neither student-perceived teacher-student relationships nor class spirit. However, our mediational models showed that there were significant indirect effects from schools’ observed mould and dampness to outcome variables via school-level subjective IAQ: a) in schools with mould and dampness, students reported significantly poorer subjective IAQ (standardised β = 0.34, p < 0.001) than in schools without; b) the worse the subjective IAQ at school level, the worse the student-reported teacher-student relationships (β = 0.31, p = 0.001) and class spirit (β = 0.25, p = 0.006). Conclusions Problems in a school’s indoor environment may impair the school’s social climate to the degree that such problems decrease the school’s perceived IAQ. ...
ISSN Search the Publication Forum1476-069X
Publication in research information system
MetadataShow full item record
Additional information about fundingThe data analyses and manuscript preparation were funded by the Academy of Finland (323125).
Showing items with similar title or keywords.
Indoor air problems and the perceived social climate in schools : A multilevel structural equation analysis Finell, Eerika; Tolvanen, Asko; Haverinen-Shaughnessy, Ulla; Laaksonen, Seppo; Karvonen, Sakari; Sund, Reijo; Luopa, Pauliina; Pekkanen, Juha; Ståhl, Timo (Elsevier, 2018)Indoor air problems in schools appear to influence learning outcomes and absence rates. However, previous research has not investigated whether indoor air problems influence the social climate of schools. Therefore, we ...
Students’ school‐level symptoms mediate the relationship between a school’s observed moisture problems and students’ subjective perceptions of indoor air quality Finell, Eerika; Tolvanen, Asko; Ikonen, Riikka; Pekkanen, Juha; Ståhl, Timo (Wiley-Blackwell, 2021)Moisture damage can influence the subjective assessment of indoor air quality (subjective IAQ) in various ways. We studied whether the frequency of symptoms reported across students at school level mediates the relationship ...
Psychosocial Problems, Indoor Air-Related Symptoms, and Perceived Indoor Air Quality among Students in Schools without Indoor Air Problems : A Longitudinal Study Finell, Eerika; Tolvanen, Asko; Pekkanen, Juha; Minkkinen, Jaana; Ståhl, Timo; Rimpelä, Arja (MDPI AG, 2018)The effect of students’ psychosocial problems on their reporting of indoor air quality (subjective IAQ) and indoor air-related (IA-related) symptoms has not been studied in schools in a longitudinal setting. Therefore, ...
Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue Muhonen, Heli; Pakarinen, Eija; Rasku-Puttonen, Helena; Lerkkanen, Marja-Kristiina (Routledge, 2022)Teacher–student relationship and students’ social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated ...
The roles of teacher-student relationship quality and self-concept of ability in adolescents’ achievement emotions : temperament as a moderator Clem, Anna-Leena; Rudasill, Kathleen M.; Hirvonen, Riikka; Aunola, Kaisa; Kiuru, Noona (Springer, 2021)This study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions ...