Association between Classroom Disciplinary Climate, Sense of School Belonging, and Learning Achievement in Cambodian Secondary Education Takumi Koike
Graduate School of International Cooperation Studies (GSICS)
Kobe University, Japan
Abstract
The study examines the association between classroom disciplinary climate, students^ sense of school belonging, and learning achievements in Cambodia by applying Ordinary Least Squared (OLS) regression. The results show statistically significant correlations between both classroom disciplinary climate and students^ sense of belonging with students^ learning achievement across all subjects at the national level. However, more detailed examinations considering regional and school-type factors reveal significant relationships between disciplinary climate and learning achievement are seen only within rural schools and public schools. Regarding students^ sense of school belonging, almost similar results are shown.
Keywords: Classroom Environment, Disciplinary Climate, Sense of School Belonging, Learning Achievement
