A cross-cultural study of school climate and student agency in literacy

This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and interactivity, were consistently positively associated with school climate factors. Furthermore, under some conditions school climate factors negatively influenced other dimensions of the hypothesized model of agency. Implications for future research and practice are discussed.