The relationship between dimensions of classroom and family environments and the self-concept, satisfaction, and achievement of grade 7 and 8 students

Abstract

This study examined the relationships between dimensions of classroom and family environments and various aspects of the adaptation of grade 7 and 8 students. Classroom climates providing support and structure were consistently associated with high levels of student scholastic self-concept and satisfaction with teacher. Families with high degrees of parent-child interaction and climates providing support and structure were generally associated with high levels of self-concept (peer, scholastic, and general), satisfaction with family, and, to a lesser extent, achievement. There was some evidence that gains in self-concept and achievement over the course of the school year were related to classroom or family environment variables. Students with the highest levels of scholastic self-concept had both classroom and family environments high in support and structure. The results provided partial support for invitational learning theory, which postulates that environments which provide structure, along with support and nurturance, invite affective and intellectual growth in students.