Chunyan Yang

Bio: Chunyan Yang is an academic researcher from University of California, Berkeley. The author has contributed to research in topics: Poison control & Academic achievement. The author has an hindex of 13, co-authored 38 publications receiving 570 citations. Previous affiliations of Chunyan Yang include University of California, Santa Barbara & University of Delaware.

Students' perceptions of school climate in the U.S. and China.

Abstract: Although the construct of student climate has been studied extensively in the United States, we know little about how school climate is perceived in other countries. With large class sizes yet higher academic achievement and less disruptive and aggressive student behaviors, schools in China present a contrast to many schools in the United States. Differences in school climate between the two countries were examined in this study. The sample consisted of 10,400 American and 3,435 Chinese students across three grade levels (elementary, middle, and high school) in 85 American and 22 Chinese schools. Factor structure and measurement invariance across countries were first established for the Modified-Delaware School Climate Survey-Student. Differences in latent means were then tested. Across all three grade levels Chinese students scored significantly higher than American students on all four subscales (Teacher-Student Relations, Student-Student Relations, School Liking, and Fairness of School Rules). Effects sizes tended to be smallest in elementary schools and largest in middle schools. Significant differences between American and Chinese students exist in their perceptions of school climate. It is likely that those differences can be attributed to cultural differences in respect of authority, academic and social values, self-regulation and peer-regulation of behaviors, and teachers' classroom management.

Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions

Abstract: Based on theory and research on learning environments, the Delaware School Climate Survey–Teacher/Staff (DSCS–T/S) was developed to provide schools with a brief, psychometrically sound measure of teachers’ perceptions of school climate. Multigroup confirmatory factor analyses, conducted on a sample of 5,781 teachers, support staff, administrators and other staff in 132 schools, showed that a bifactor model consisting of seven specific factors best represented the data. Those factors were Teacher–Student Relations, Student–Student Relations, Teacher–Home Communication, Respect for Diversity, School Safety, Fairness of Rules, and Clarity of Expectations. Measurement invariance was found across grade levels (i.e., elementary, middle, and high schools) and subgroups of respondents (i.e., teachers, instructional support staff and noninstructional staff). As evidence of concurrent validity across grade levels, nearly all scores, aggregated at the school level and correlated significantly and negatively with suspensions/expulsion rates and positively with academic achievement. The DSCS–T/S is likely to be useful to schools interested in assessing school climate and the effects of various programs, such bullying prevention programs, that target the seven dimensions of school climate measured.

Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

Abstract: Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record

Differences in Bullying Victimization Between Students With and Without Disabilities

Abstract: Prevalence rates for bullying victimization among children with disabilities have varied greatly in the research literature. Two reasons for such variability were the focus of this study: (a) rates vary as a function of disability type, and (b) rates vary based on the bullying measure and criteria used to classify students as bullying victims. The sample consisted of 1,027 parents or guardians of children with disabilities and 11,500 parents or guardians of children without disabilities who reported the frequency with which their children experienced bullying in general and 12 specific behaviors associated with verbal, physical, and social–relational bullying. Prevalence rates and odds ratios (ORs) differed considerably based not only on disability type but also on the classification criteria used. For both conceptual and practical reasons, it is recommended that bullying victims be considered those who experience bullying-related behaviors frequently and repetitively as opposed to only sometimes.

Assessing school climate: validation of a brief measure of the perceptions of parents

Abstract: The goal of this study was to develop a parent school climate survey of high practical utility, grounded in theory, and supported by evidence of the reliability of its scores and validity of the inferences for their use. The Delaware School Climate Survey-Home is comprised of seven factors: Teacher-Student Relations, Student-Student Relations, Teacher-Home Communication, Respect for Diversity, Fairness of Rules, Clarity of Expectations, and School Safety. With a sample of 16,173 parents/guardians, confirmatory factor analyses supported a bifactor model, consisting of one general factor and the seven specific factors above. Configural, weak factorial, and strong factorial invariance were found across three grade-level groups, five racial-ethnic groups, and gender. Evidence of criterion-related validity was found in scores across all factors correlating significantly at the elementary and middle school levels with academic achievement, bullying victimization, and school suspensions/expulsions. Language: en

Using Multivariate Statistics

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The Ecology of Human Development

Abstract: This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.