Determinants of Classroom Psychosocial Environments: A Review

Abstract

Abstract Whereas previous reviews have synthesized research into the effects of classroom climate on student outcomes, the present paper presents an overview of the diverse set of past studies involving use of classroom environment variables as criterion variables. The first section summarizes studies which have included classroom environment variables as process criteria in the evaluation of educational innovations, programs, and curricula. The second section summarizes use of classroom environment assessments as dependent variables in studies of differences between students' and teachers' perceptions of actual and preferred environment. In the third section, classroom environment scores were examined as criterion variables in investigations of determinants of classroom environment including class size, teacher personality, grade level, school subject, gender of teacher, type of school, and numerous other variables. Just as past reviews clearly established the important role of classroom environment variables as potent predictors of learning outcomes, this review provides strong evidence that classroom environment dimensions can be used profitably as criterion variables in a wide range of research and practical applications in childhood education.