The economic implications of psycho-emotional climate at schools: analyzing its impact on student performance in the monitoring of educational achievements (MEAS) program

Economic Annals-XXI: Volume 209, Issue (5-6), Pages: 56-67

Citation information:
Mussabayeva, M., Zhagparova, S., Baimakhanbetov, M., Kozhakhmetova, S., & Tynybayeva, M. (2024). The economic implications of psycho-emotional climate at schools: analyzing its impact on student performance in the monitoring of educational achievements (MEAS) program. Economic Annals-XXI, 209(5-6), 56-67. doi: https://doi.org/10.21003/ea.V209-06

Merey Mussabayeva
MA (Educational Leadership),
Senior Researcher,
Altynsarin National Academy of Education
8 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
m.musabayeva@uba.edu.kz
ORCID ID: https://orcid.org/0000-0001-5115-629X

Saya Zhagparova
MA (Pedagogy),
Researcher,
Altynsarin National Academy of Education
8 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
s.zhagparova@uba.edu.kz
ORCID ID: https://orcid.org/0000-0003-4794-5303

Mukhit Baimakhanbetov
MSc (Engineering), Senior Manager,
Research and Data Analysis Department,
Center for Pedagogical Measurements
21/1 Hussein bin Talal Str., Astana, 010000, Republic of Kazakhstan
m.baimakhanbetov@gmail.com
ORCID ID: https://orcid.org/0000-0003-4978-2704

Saltanat Kozhakhmetova
PhD Candidate,
Department of Pedagogy,
L. N. Gumilyov Eurasian National University
2 Satpayev Str., Astana, 010008, Republic of Kazakhstan
saltakzm@gmail.com
ORCID ID: https://orcid.org/0009-0008-7098-6203

Madina Tynybayeva
PhD (Education),
President,
Altynsarin National Academy of Education
8 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
tynmadred@gmail.com
ORCID ID: https://orcid.org/0000-0003-4796-6817

The economic implications of psycho-emotional climate at schools: analyzing its impact on student performance in the monitoring of educational achievements (MEAS) program

Abstract. Introduction: This study comprehensively investigates the impact of school psycho-emotional climate on student performance in the Monitoring of Educational Achievements (MEAS) program in Kazakhstan from 2022 to 2024. It analyzes data from 537 schools and 120,452 students to uncover variations in school climate dimensions across contexts and their differential effects on academic outcomes.

Methods: A mixed-methods approach is employed, combining multilevel quantitative analysis of MEAS scores and School Climate Survey data with qualitative analysis of open-ended responses and interviews. Hierarchical linear modeling (HLM) is used to estimate school- and student-level effects, while dominance analysis, moderation analysis, cost-effectiveness analysis, and structural equation modeling provide deeper insights into relative importance, differential impacts, economic returns, and societal implications of climate factors.

Results: School climate dimensions collectively explain 19-24% of between-school variance in MEAS scores, with Teaching & Learning and Safety as the strongest predictors (β = 12.10-17.92, p < 0.001). Positive climates are especially beneficial for disadvantaged students, with effects nearly twice as large for low-income students. A one standard deviation improvement in school climate is associated with a 6.8 percentage point increase in tertiary education attainment, a 5.4 percentage point increase in professional employment, and a 7.2% increase in median earnings at the regional level. Benefit-cost ratios for school climate interventions range from 5.2 to 12.4.

Discussion: The findings align with and extend prior research on the academic, social-emotional, and economic benefits of positive school climates, while highlighting the equity implications of climate disparities. Targeted interventions to improve key climate dimensions in high-needs schools are identified as a promising strategy to narrow achievement gaps and promote social mobility.

Scientific Novelty: This study is the first large-scale investigation of school climate effects on standardized achievement in Kazakhstan, employing advanced multilevel techniques to yield novel insights into the mechanisms, moderators, and societal impacts of climate factors.

Practical Significance: The results provide an evidence-based framework for educators, administrators, and policymakers to create supportive learning environments that foster educational equity and human capital development. Specific recommendations include prioritizing Teaching & Learning and Safety dimensions, implementing multi-tiered support systems, and investing in contextually-tailored interventions for the most disadvantaged schools and students.

Keywords: Digital Transformation; Higher Education; Kazakhstan; Digital Technologies; Online Learning; Digital Competencies; Education Policy; Quality Assurance

JEL Classіfіcatіon: I21; I24; I28; J24

Acknowledgements and Funding: This research is supported by the program-targeted funding of the scientific and technical program BR2188230 «Conceptual Foundations of the National Integrated Assessment System» (2023-2025)».

Contribution: The authors contributed equally to this work.

Data Availability Statement: The dataset is available from the authors upon request.

DOI: https://doi.org/10.21003/ea.V209-06

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Received 25.02.2024
Received in revised form 26.03.2024
Accepted 30.03.2024
Available online 29.06.2024