Abstract
This study sought to assess the actual and ideal social climate of an undergraduate social science class for educators, and to utilize this information to structure a subsequent class on the same topic. It was hypothesized that a classroom climate more closely approaching an "ideal^ one would facilitate better course appreciation, involvement, and attendance. Modifications in course social climate as suggested by "Class A" markedly improved the social climate of "Class B" as reported by class members. Improved congruence between real and ideal climates was linked to significantly greater appreciation of class functioning, class content, overall course appreciation, and greater class attendance. As students reported similar amounts of task orientation in each class, it was argued the classroom social climate may contribute an independent and malleable feature of the classroom setting which an instructor can use to his/her advantage.
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