Perceptions Of Climate Research Articles

Developing and validating the diversity, equity, inclusion, and antiracism staff perceptions of college climate (DEIA SPCC) scale in pharmacy staff

Background: This study focuses on the development and validation of the Diversity, Equity, Inclusion, and Antiracism Staff Perceptions of College Climate (DEIA SPCC) Scale. The goal of this study was to create and validate a standardised tool to assess pharmacy staff perceptions of DEIA within their institutions, thereby aiding in the evaluation and advancement of DEIA initiatives in colleges of pharmacy. Methods: A 20-item survey covering four domains - diversity, equity, inclusion, and antiracism - was distributed to pharmacy staff through the American Association of Colleges of Pharmacy (AACP) directory. The survey's validity was assessed using factor analysis and reliability analysis. Results: There was a total of 135 staff member responses. Results demonstrated high reliability and consistency across all four domains, with the Cronbach’s alpha ranging between 0.764 to 0.951. Conclusion: The study concluded that the DEIA SPCC survey is a practical, validated tool for pharmacy institutions to assess and enhance their DEIA climate from the perspective of their staff, potentially extendable to other healthcare academic disciplines. Further research is suggested to validate the survey in broader contexts and explore the predictors of survey scores.

Synergistic benefits of inclusive leadership to foster child welfare workers’ job self-efficacy: race matters

ABSTRACT With growing diversity in child welfare, inclusive leadership could improve child welfare workers’ performance with children and families. By analyzing survey data collected from 2469 public child welfare workers, we found that inclusive leadership was positively associated with job efficacy by increasing workers’ perceptions of an inclusive climate and empowerment. Furthermore, its positive effects were greater among workers of color than White workers. Findings suggest that inclusive leadership can function as an organizational mechanism to promote performance-related outcomes, especially among child welfare workers of color. This paper concludes with practical implications to encourage inclusive leadership and strengthen its synergistic benefits.

A Parallel Mediator Model to Explain the Organizational Performance Oriented to the Quality of Life of People with Intellectual Disabilities: The Employees and Family Members Perspectives

AbstractThis research examines whether employees’ perceptions of service climate are related to organizational performance oriented toward improving the quality of life (QoL) of people with intellectual disability (ID) through the mediation of service quality perceived by family members. The research was conducted in 252 centers for people with ID in Spain. Employees (N = 2.021) reported on service climate. Family members (N = 2.267) reported on service quality and organizational performance oriented toward improving QoL. We used an overall measure of service climate. Service quality was composed of two dimensions: functional (efficiency in the delivery of the core service) and relational (quality of the social interaction between employees and service users beyond the core service) service quality. Organizational performance oriented toward QoL was composed of four dimensions: overall QoL; self-determination; social inclusion; and defense of rights of people with ID. Results supported full mediation, with functional and relational service quality mediating the relationship between service climate and performance oriented toward improving QoL. Implications for research and organizations are also discussed.

Error Climate and Gender as Factors Influencing Error Reactions in Primary School Children

Errors can support learning processes when students react to errors on an affectivemotivational adaptive and action-adaptive level. Empirical findings indicate that these adaptive reactions to errors are influenced, among others, by the error climate in the classroom as an overarching factor of different dimensions. There is further evidence that there are gender differences in student reactions to errors and that these are differently associated with the dimensions of the error climate. Less is known about the interaction between these variables and whether there are gender-specific differences in adaptive reactions to errors, specifically in primary schools. The aim of the study was to replicate findings on the relevance of error climate as an overarching factor and its dimensions for adaptive reactions to errors in primary school children. The study also investigated gender differences in student perceptions of the error climate, which may explain gender differences in students' adaptive reactions to errors. The sample encompassed third and fourth graders (N=675). Analyses at both the individual and class levels replicated findings from the secondary level for the primary level and revealed further gender-specific differences in student learning from errors that were associated with gender differences in primary school children’s perception of the error climate.

Work engagement and burnout among Polish labour migrants.

The aim of the study was to examine the relationship between work engagement, burnout and coworker support, social climate at work, work-language proficiency and post-migration job skill change, among international migrant workers. Polish versions of Utrecht Work Engagement Scale, Burnout Assessment Tool, and the second Copenhagen Psychosocial Questionnaire were used for the measurement of the studied variables. All participants were recruited using announcements at Polish diaspora online forums and snowball sampling. The questionnaire was submitted to them in a form of an anonymous online survey. From 420 questionnaires filled in by the respondents, 411 were qualified for analysis. The results of a multiple regression analysis indicate that a positive perception of the social climate at work increases the scores of general work engagement (β = -0.22, p = 0.001), as well as all its subscales: dedication (β = -0.14, p = 0.002), vigor (β = -0.20, p = 0.001) and absorption (β = -0.22, p = 0.001). Support received from coworkers has a positive influence on the vigor dimension (β = -0.14, p = 0.002). Furthermore, work-language proficiency can be associated with more engagement F(1, 409) = 37.66, p = 0.000 and less burnout F(1, 409) = 11.68, p = 0.000 than limited work-language knowledge. In a similar manner, increased or similar job skill level compared to one's last employment in the sending country may be associated with better engagement F(2, 408) = 33.88, p = 0.000 and fewer symptoms of burnout F(1, 409) = 7.96, p = 0.005 than post-migration decrease of job skill. The perception of social climate at work and coworker support have shown to be positive predictors for particular dimensions of work engagement. Moreover, work language proficiency and job skill have been shown to associate with work engagement and burnout. Int J Occup Med Environ Health. 2024;37(4).

Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals

IntroductionThis study explores the relationships among classroom climate, growth mindset, achievement goal orientation, and student engagement in the context of English as a foreign language (EFL) education in China. The study aims to understand how these factors interact to influence student engagement and motivation in EFL learning.MethodsData were collected through a questionnaire administered to 587 Chinese undergraduate EFL students. The questionnaire assessed students’ perceptions of classroom climate, growth mindset, achievement goal orientation, and engagement. Structural equation modeling (SEM) was utilized to examine the relationships among these variables.ResultsThe SEM analysis revealed significant positive correlations among classroom climate, growth mindset, achievement goal orientation, and student engagement. Both classroom climate and growth mindset were found to directly and positively predict student engagement. Additionally, achievement goal orientation mediated the relationships between both classroom climate and student engagement, and between growth mindset and student engagement.DiscussionThe findings underscore the interconnectedness of classroom climate, growth mindset, and achievement goal orientation in shaping student engagement in EFL education. These results suggest that fostering a positive classroom climate and promoting mastery-oriented goals can enhance student motivation and contribute to more effective language acquisition. Practical implications for EFL educators are also discussed.

How Recreational Therapists with a Disability Perceive Their Current Workplace: Perception of Climate of Inclusion, Self-Advocacy, and Occupational Self-Efficacy

High perceived levels of climate of inclusion, occupation-al self-efficacy, and self-advocacy skills in employees are beneficial to employers. Yet, it is unclear how recreational therapists with disabilities perceive their workplace's cli-mate of inclusion as well as their own self-advocacy skills and occupational self-efficacy. Therefore, the purpose of this study was two-fold: (a) to investigate the extent to which Certified Therapeutic Recreation Specialists (CTRSs) with a disabling condition perceive climate of inclusion, self-advocacy, and occupational self-advocacy in their current workplace; and (b) to explore if there are associations between climate of inclusion, self-advocacy, and occupational self-efficacy in the workplace. A con-venience sample of 77 CTRSs who identified as having a disability participated in this study. Results indicated that participants were neutral regarding the climate of inclusion at their current workplaces, are confident with their self-advocacy skills at work, and perceive their occupational self-efficacy levels to be fairly high. There are also positive associations between the three concepts of climate of inclusion, self-advocacy, and occupational self-efficacy. Future research is needed to better understand the neu-trality recreational therapists with disabilities perceive of their workplace as well as to conduct more robust studies.

The role of bullying perpetration and victimization in adolescents' perceptions of school climate and social media usage

AbstractPrevious research has reported a relationship between adolescents' perceptions of school climate and social media use. However, the underlying mechanisms associated with the relationship have yet to be fully explored. This study aimed to examine the role of peer bullying in the relationship under consideration. This cross‐sectional study applied a correlational research model to examine the perceptions of 718 adolescents aged 11–14. Data gathering entailed the School Climate Survey, Peer Bullying Self‐Report Form, and the Social Media Disorder Scale. Significant relationships between school climate, social media addiction, and peer bullying emerged from the gathered data. The study also found that peer bullying partially mediated the relationship between school climate and social media usage, both in terms of perpetrating bullying behavior and experiencing victimization. Specifically, 22.43% of the total effect of school climate on social media addiction was mediated through exposure to bullying perpetration, while 25.10% was mediated through experiencing victimization. A notable finding of this study is the role played by a perceived negative school climate in terms of increasing social media addiction; additionally, this increase may be partially mediated by exposure to peer bullying. A discussion of the results in light of the relevant literature is included, along with suggestions for future study.

STEM career expectations across four diverse countries: motivation to learn mathematics mediates the effects of gender and math classroom environments

BackgroundWe tested the broad generality of a model for predicting 9th–10th grade students’ STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model’s predictors included motivation to learn mathematics, gender, and math classroom environments (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding).MethodsWe used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students’ STEM career expectations.ResultsWe found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: gender (boys show higher motivation to learn math), and math classroom environments (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity.ConclusionsTheoretically, the model reveals that 9th–10th grade students’ transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices.

Impact of Climate Change Education on Pregnant Women's Anxiety and Awareness.

To evaluate the impact of climate change education on pregnant women's climate change awareness and anxiety. Quasi-experimental research with pre- and post-test design. This study was conducted among pregnant women who visited a tertiary maternity hospital between April and June 2023 to assess climate change awareness, perception, knowledge, behavioral and policy expectations, and anxiety before and after the introduction of climate change education. The first phase of the study was conducted by distributing a set of questions related to sociodemographics and completing the Climate Change Awareness Scale and the Climate Change Worry Scale, followed by climate change education where pregnant women were exposed to a brochure entitled "Pregnancy and Climate Change". After the intervention, pregnant women were assessed using the same questionnaire. There was a significant decrease in pregnant women's anxiety regarding climate change (p<0.001). Participants' awareness (p<0.001), perception (p<0.001), knowledge (p<0.001), and policy expectations regarding climate change significantly increased (p<0.001), while their anxiety levels decreased (p<0.001). The study suggests that climate change education may reduce climate change anxiety among pregnant women while also enhancing their awareness, and improving their perceptions, knowledge, behaviors, and policy expectations about climate change.

Multifaceted perception of school climate: association between students’ and teachers’ perceptions and other teacher factors

IntroductionThis study aimed to investigate whether there is a significant association between teachers’ and students’ perceptions of school climate, and if not, whether teacher factors are associated with the respective perceptions.MethodsThe participants included 1,831 students and 59 homeroom teachers from 11 public elementary and junior high schools in Japan. Multilevel models were used to examine the association between students’ and teachers’ perceptions of school climate.ResultsOf the three teacher-rated school climate scales, only teacher-perceived disciplinary climate was associated with students’ perceptions of school climate. Teachers’ working conditions, such as self-efficacy and stress, were associated with teachers’ perceptions but not students’ perceptions of school climate. Disciplinary climate was associated with students’ perceptions of school climate, even after accounting for the teachers’ working conditions.DiscussionItems questioning specific student behaviors, such as those included in the disciplinary climate scale, may be effective in avoiding incongruence with student evaluations. Moreover, maintaining disciplinary climate itself is important for students’ positive perceptions of the school climate. A disciplinary climate in which teachers and students share responsibility for learning and classroom organization, and strategies that support positive student behavior are preferable to exclusionary discipline strategies. Incorporating feedback data gathered through classroom observations or student perceptions is also important in resolving the incongruence between teachers’ and students’ perceptions of the school climate.

HELLO: a protocol for a cluster randomized controlled trial to enhance interpersonal relationships and team cohesion among ICU healthcare professionals

BackgroundMental health symptoms among healthcare professionals (HCP) in intensive care units (ICUs) are a significant concern affecting both HCP well-being and patient care outcomes. Cross-sectional studies among members of the European Society of Intensive Care Medicine (ESICM) report up to 50% burnout rates. Determinants of burnout include communication, team cohesion, psychological support, and well-being promotion. We designed the 'Hello Bundle' intervention to mitigate burnout among ICU-HCPs by fostering positive social interactions and a supportive work environment. This justification synthesizes evidence from social psychology, positive psychology, and healthcare communication research to support the intervention. The 'Hello Bundle' aims to enhance interpersonal relationships, improve team cohesion, and reduce burnout rates. The six components include: Hello campaign posters, email reminders, integrating greetings in morning huddles, hello jars, lead-by-example initiatives, and a daily updated hello board in each ICU. This protocol describes a cluster randomized controlled trial to evaluate the effectiveness of the intervention.MethodsThis protocol describes a cluster randomized controlled trial (RCT) conducted among ESICM-affiliated ICUs, consisting of at least 73 clusters with in average of 50 respondents per cluster, totaling approximately 7300 participants. Intervention clusters will implement the 6-component Hello Bundle between October 14 and November 10, 2024, while control clusters will be wait-listed to receive the intervention in January 2025 after the RCT concludes. Clusters will be matched based on ICU size (fewer or more than 20 beds), region, and average 2023 mortality. The primary outcome is the proportion of HCPs with burnout between intervention and control clusters at the end of the intervention. Secondary outcomes include comparing the following between clusters: (1) number of HCPs with high emotional exhaustion; (2) number with high depersonalization; (3) number with loss of accomplishment; (4) perception of ethical climate (5) satisfaction at work (VAS); (6) professional conflicts; (7) intention to leave the ICU (VAS); (8) patient-centered care rating; (9) family-centered care rating. The last secondary outcome is the comparison of burnout rates before and after the intervention in the intervention cluster. Outcomes will be based on HCP reports collected within four weeks before and after the intervention.DiscussionThis is the first large trial of healthcare communication, social, and positive psychology intervention among ICU-HCPs. It holds the potential to provide valuable insights into effective strategies for addressing burnout in ICU settings, ultimately benefiting both HCPs and patients.Trial registration: This trial was registered on ClinicalTrials.Gov on June 18, 2024. Registration: NCT06453616.

Organizational Climate and its Impact in a Women’s Prison on the Mental Health of Correctional Staff

The purpose of this study was to explore the organizational climate in a women’s prison from the shared perceptions of correctional staff. This study was part of the Prison Research and Innovation Network (PRIN) project, which began in the fall of 2020. Forty-two correctional staff from a low-medium security women’s prison in the Midwest were interviewed in spring 2021. Thematic analysis was conducted to identify staff’s perceptions of organizational climate in the women’s correctional facility. The themes identified as most important to staff were mental health, correctional practices, job satisfaction, and workplace culture. An item pool was developed from the themes identified, and a newly developed organizational climate survey was administered to 80 correctional staff. Qualitative data point to the issues of staff shortages and mandated overtime work impacting the mental health of staff. In addition, organizational climate and its impact on mental health were examined through multiple logistic regressions. The results indicated that having job promotion opportunities, having daily communication between staff and administration, and staff’s knowledge and awareness of correctional policies were positively associated with mental health. This mixed-methods study contributes to understanding the unique challenges correctional staff face working in women’s correctional facilities.

Стандартизация методики «Климат в классе» в Республике Беларусь

&lt;p&gt;The concept of "Classroom climate" has a broad semantics. It covers the quality of interaction not only between students and teachers, but also with classmates at the managerial, social, emotional and academic levels. It is shown that students' subjective perception of the classroom climate carries their behavior, psychological well-being and success in teaching students, as well as their personal characteristics, the development of abilities and giftedness. The use of an evidence-based approach in education improves the quality of psychological tools used in different regions of the Russian Federation and other countries. The article reflects the standardization of the questionnaire "Climate in the classroom" in the Republic of Belarus. The study sample consisted of 425 school students from different regions of the Republic of Belarus (Minsk, Rogachev and Zhlobin) aged 10-18 years (54,35% female). The average age was 15&amp;plusmn;1 years (median=15 years). Using confirmatory factor analysis, the six-factor structure of the questionnaire was statistically validated, and its structure demonstrated satisfactory alignment with the empirical data. The Cronbach's alpha coefficient confirms the internal consistency of the scales, with their mutual correlations being at a moderate level. The magnitude and direction of the relationships are consistent with the expected outcomes. The convergent and differential validity of the questionnaire scales has been tested on the scales of the Multidimensional Life Satisfaction Scale (SHUJI) and academic performance. The questionnaire is recommended to school psychologists and teachers for psychological and pedagogical support of students from different age groups to create a favorable school environment.&lt;/p&gt;

Classroom Climate, Teacher Support and Self-Agency: Perceptions of Students with and without Disabilities

ABSTRACT This study investigated perceptions of classroom climate, the physical environment, and self-agency of students with and without disabilities. Participants were 868 high school students from four mixed-sex day schools and 1 same-sex boarding school in Western Kenya. Of the 868 participants, 431 had disabilities. Participants completed a questionnaire on classroom climate and self-agency. Overall, results showed that even though students perceived their classroom climate to be high in competition and difficulty, they were satisfied with their learning environments and regarded their teachers as being supportive. Friction was low and self-agency was moderate. ANOVA results revealed that there were no statistically significant differences between those with and without disabilities ( F 1 , 862 = 0.69 , p = 0.41 ). MANOVA results for disability status was statistically significant with respect to the classroom climate subscales ( F 6 , 857 = 2.22 , p = 0.04 ). Discriminant analysis structure coefficients identified friction, competition, and cohesion as the primary drivers of this significant result. Group means reveal students identified with a disability had a higher mean for friction, and lower means for cohesion and competition. Self-agency was positively correlated with satisfaction, cohesiveness, competition, and teacher support, and negatively correlated with friction and difficulty. These findings suggest that teacher support plays a significant role in student satisfaction, cohesion, and self-agency, regardless of disability.

Development and Validation of the Teachers’ Perceptions of Classroom Climate Scale for the Portuguese Population

To improve learning outcomes, evidence-based processes suggest that classroom climate is a means of creating more sustainable schools committed to improving the quality of teaching and learning. Therefore, valid measures of classroom climate are necessary to enable comparative studies focused on teachers' perceptions, including important dimensions such as cooperation. As no validated instruments exist for the Portuguese context, we developed and validated the Teachers' Perception of Classroom Climate (TPCC), consisting of five dimensions: teacher support, peer support, academic competence, satisfaction with the school, and cooperation. Following a quantitative research approach, the construct validity was analyzed using Confirmatory Factor Analysis, internal consistency was evaluated using Cronbach’s Alpha coefficient, and test-retest reliability was assessed using univariate and multivariate General Linear Models and Spearman’s rho correlations. The study supported the five-factor structure of the TPCC and demonstrated good psychometric properties. These results support the use of the TPCC to evaluate teacher perceptions of classroom climate.

A tale of two prisons: Investigating the social climate of small prisons using a mixed methods design

Prison climate can have considerable impact on the behaviours of incarcerated individuals both in custody and on release. This study is the first study to use a mixed methods approach to explore the perceptions of prison climate among prisoners and staff at two small Australian prisons. The quantitative research component measured prisoner ( n = 117) and staff ( n = 117) ratings of prison climate using the Essen Climate Evaluation Schema (EssenCES) questionnaire. Results highlighted that, overall, prison staff rated prison climate as more supportive than prisoners did and that prisoners and staff in the lower security prison rated the prison climate as safer and more cohesive than prisoners and staff in the higher security prison. The qualitative research component consisted of semi-structured interviews with prisoners ( n = 16) and a range of prison staff ( n = 17). The qualitative analysis revealed a more detailed understanding of the perceived differences between the two prisons with most participants articulating agreed values and behaviours that are important to a more positive and supportive prison climate. Barriers to a positive prison climate were also identified. This research contributes a unique perspective on prison climate by using both qualitative and quantitative measure to examine the perceptions of those living and working in small prisons.

Cultivating flexibility: the relationship between flexible organizational values, participation climate, and job attitudes from an employee perspective

AbstractAdopting a flexible organizational culture have the potential to be a remedy for organizations that face globalization, technological advancements, and higher expectations from the workforce. However, research on the mechanism between organizational culture and its outcomes remain understudied. This study adopts an employee-centric approach, suggesting that employees’ perception of a participation climate act as a mediator between flexible organizational culture values (clan and adhocracy values) and employees’ organizational commitment and readiness for change. Cross-sectional data was collected from 619 police employees and analyzed by a two-step structural equation modeling approach. The results supports participation climate as a mediator. Participation climate partially mediated the relationship between clan culture and organizational commitment, adhocracy culture and organizational commitment, and adhocracy culture and readiness for change. Full mediation was found for the relationship between clan culture and readiness for change. Theoretically, this study provides supporting evidence of a relationship between employees’ perceptions of flexible organizational values and a climate for participation, grounded in the notion that organizational climate is the surface level manifestation of organizational culture. Practically, the results offer valuable insight for leaders and organizations who seek knowledge on flexible values, participation climate, employee commitment and readiness for change.

Farmers’ limited perceptions of the role of ecological processes in crop production, a potential obstacle to agroecological transition

Industrialized agriculture has strong impacts on ecosystem functioning. However, despite public policies, incentives and scientific warnings, intensive agriculture remains the main model. Agroecology, as a way to produce food while relying on ecological processes and reducing negative externalities, is considered as a sustainable alternative. The literature on agroecological transitions increasingly focuses on the perceptions that farmers have of ecological processes, supposing that the more farmers perceive the interests of ecological processes for production, the more they will implement sustainable farming practices. In this research, we tested the hypothesis that an obstacle to an agroecological transition is that farmers have little awareness of the reliance of food production on the natural functions of ecosystems. We thus address three issues in this article: first, the weight farmers gave to ecological processes in farming production itself; second, the roles of on-farm experiments (OFEs) or agri-environmental schemes (AESs) as drivers of this perception of ecological processes; and third, the links between the perception of ecological processes and the definitions of agroecology given by farmers. We interviewed 78 farmers representative of an intensive cereal plain in western France about what they perceive as drivers of crop production and of soil fertility and the links they perceived between hedges and crop production. Our results show that farmers perceive climate, inputs and technical aspects of crop production as more important drivers of crop yields than ecological processes. By contrast in non-productive areas of the farm, the perception of the importance of ecological processes was greater for questions relating to hedges. A redundancy analysis (RDA) showed that AESs rather than OFEs positively affected farmers' perceptions of ecological processes in sustaining farming. Nevertheless, despite the fact that half of the farmers related agroecology to benefits in ecosystem functioning, they had limited perceptions of the positive role of ecological processes in sustaining farming. Our study therefore supports our hypothesis that limited perceptions of the role of ecosystem functions in farming could be an obstacle to an agroecological transition, as agroecology and ecological processes are seen as beneficial for ecosystems but not for farming production. Our study also suggests that open-ended and indirect questions rather than direct methodologies can bring new insights to our understanding of farmers’ perceptions.

Teachers' Perceptions of the Classroom Climate in Private Vocational High Schools in North Padang District

Teachers' Perceptions of the Classroom Climate in Private Vocational High Schools in North Padang District