Abstract
The present study has reported the use of a set of nine classroom climate dimensions both as predictor and criterion variables in research related to ASEP. When the climate dimensions were employed as independent variables, it was found that the climate variables contributed an appreciable amount to the variance explained in various learning outcomes over and above that explained by instructional and aptitudinal variables alone. When the climate measures were employed as dependent variables, it was found that ASEP and control pupuls had significantly different perceptions of their classrooms along a number of the classroom dimensions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
