ABSTRACT

The present study focuses on an analysis of the impact school environment components have on school adjustment dimensions for thirteen year old students in the seventh grade and respectively fifteen-year old students in the ninth grade (theoretical high-schools) from Romanian schools (N = 3022). We aimed at investigating perceived psychosocial school environment predictors, as conceptualized in the HBSC framework, for global school adjustment, when controlling for influences of students’ gender and educational level. On the one hand, our study is an exploratory pursuit aimed at tapping into how Romanian students understand and integrate their school climate into perceptions of school adjustment. On the other hand, the study’s results point out important information for applied intervention programs in Romanian school settings, aimed at diagnosing key elements in the school environment which can be used as levers for stimulating positive youth development in Romania.

KEYWORDS: adolescence, school environment, school adjustment, positive youth development.

PAGES: 253-267