Positive Classroom Climate Research Articles

Sense of Humour and its Style Among Prospective Teachers

Sense of humour can be a valuable asset for teachers in various ways. For starters, it can aid in creating a positive and enjoyable environment for learning, which can promote student engagement and motivation. Teachers who use humour in the classroom can help to break down barriers and foster a sense of community among students and teachers. This, in turn, can lead to improved relationships and a more positive classroom climate. Therefore sense of humour is an essential trait for a teacher to manage the classroom successfully. Further the humour style followed by the teacher will also impact the environment of classroom, positive style of humour will lead to positive effects while negative humour style will lead to negative effects. This study has attempted to assess the level of sense of humour and the style of humour among the prospective teachers with special reference to selected independent variables. The present study uses simple random sampling technique to select 70 prospective teachers belonging to two year B.Ed programme and Four-year integrated programme as samples. The study shows that prospective teachers have above average level of Sense of Humour and majority of them were following affiliative style of humour.

Examining the moderating effects of school factors on sense of acceptance and mental health: A multilevel analysis

AbstractChildren who feel unaccepted by their mothers tend to have poor mental health. Although school factors (social support from homeroom or from teachers and friends, as well as classroom satisfaction) can protect students, few studies have examined these factors at the classroom level. Understanding the relationships between sense of acceptance, school factors and mental health may help students. This study, conducted in Japan, examines how sense of acceptance at the student level and school factors at the student and classroom levels affect the mental health variables of depression, loneliness, subjective happiness and emotional wellbeing. In total, 1470 Japanese school students (8–15 years old) from 68 classes participated. Multilevel analysis was conducted at the student and classroom levels. At the classroom level, social support from friends was associated with lower depression and loneliness and higher emotional wellbeing (p < 0.01). A positive classroom climate moderated the relationships of sense of acceptance with depression, loneliness, subjective happiness and emotional wellbeing (p < 0.05). Social support from friends at the classroom level and positive classroom climate at the student level serve as protective factors for students who feel unaccepted by their mothers. More activities boosting classroom student interactions would benefit such students.

Examining the association between social context and disengagement: Individual and classroom factors in two samples of at-risk students

Disengagement is a concept that captures the gradual behavioral, affective, and cognitive distancing from school, and is thus an early indicator of students being at risk for dropout. Based on a social identity framework, we predicted that higher social identification with the class and a positive classroom climate would be associated with lower rates of disengagement at both the individual and classroom level. In two samples from 16 German middle schools (n1 = 255, n2 = 287) with high annual dropout rates (> 10%), we assessed three disengagement facets: affect (daily mood at school), cognition (amotivation), and behavior (truancy). To examine both the individual and the classroom level, we utilized a 2-level mixed model. Gender, grade-level, and migration background were controlled in both samples, and economic learning resources (ELR) were included in sample 2 to better control for socioeconomic influences. In Study 1 (24 classrooms), we found a significant, positive association between social identification and daily mood at the individual level. In Study 2 (21 classrooms), we replicated initial findings for daily mood. In addition, social identification also impacted amotivation. At the class level, a higher grade, and a higher proportion of students with migration background were related to increased truancy. Classroom climate did not show a significant effect on disengagement in either of the studies. Our study sheds further light on the social dynamics of disengagement and highlights the need to control for classroom dynamics and student composition, particularly in classrooms with diverse student backgrounds.

Productivity in Projects: Adjusting Project-Based Learning for Students With Autism

Although teacher-centered instruction is common, there is evidence suggesting an increased level of motivation and engagement among students when their preferences are considered. As such, teachers are beginning to shift their instructional practices, which can be exceptionally challenging in an inclusive classroom, especially when supporting students with autism. Project-Based Learning (PjBL) is an innovative approach that promotes life skills through inquiry, research, collaboration, and the creation of projects. Although integrating students with autism within an active participation model like PjBL can be challenging, educators can use evidence-based practices to promote a positive classroom climate that fosters the learning of all students.

Effects of the mini-clinical evaluation exercise teaching mode based on nurse-faculty cooperation in Fundamentals of Nursing course: A quasi-experimental study

ObjectivesThis study aimed to explore the effects of the mini-clinical evaluation exercise (mini-CEX) teaching model based on nurse-faculty collaboration in Fundamentals of Nursing course. MethodsA quasi-experimental design was conducted. A total of 111 nursing students of two parallel classes were recruited from a nursing college in Guilin, China from February to December 2022, and allocated to the intervention group (n = 56) and control group (n = 55). The intervention group received a mini-CEX teaching model based on nurse-faculty collaboration, the teaching-learning process included scenario creation (10 min), inquiry-based learning (30 min), case report (30 min), scenario simulation exercise (40 min), and effectiveness evaluation (10 min). While the control group received conventional teaching method. All students were invited to complete the College Classroom Climate Assessment Scale (CCCA) and the Chinese version of the Competency Inventory for Nursing Students (CINS-CV) before and after the intervention. Course achievement of students was evaluated. After the intervention, the intervention group was asked an open-ended question to explore the difficulties or challenges they had encountered. ResultsAfter intervention, the CCCA score (208.36 ± 23.25 vs. 190.60 ± 28.83), CINS-CV score(106.95 ± 14.48 vs. 99.55 ± 14.60), the oretical exam score (83.01 ± 4.27 vs. 79.75 ± 5.45), and scenario simulation exam score (89.23 ± 3.17 vs. 81.42 ± 7.19) of intervention group were higher than those of the control group (P＜0.01). The open-ended questionnaire survey revealed that the difficulties or challenges faced by the intervention group were mainly related to case analysis, group cooperation, learning material acquisition, and teacher guidance. ConclusionApplying the mini-CEX teaching model based on nurse-faculty collaboration could cultivate nursing students’ competency, build a positive classroom climate, and improve the course achievement of students.

An Action Research on Strengthening the Communication Skills of Foreign Children in the Context of Culturally Sensitive Education

This study aims to strengthen the communication skills of foreign children within the scope of multicultural education, improve their language skills with the support of their peers, and support the adaptation process to school. In an independent kindergarten affiliated with the Ministry of National Education in Gaziantep, the study involved 22 Turkish, two foreign-born children, and the parents of those children. One of the qualitative research techniques used in the study was action research. The research's data collection methods included the sociometry scale, observation notes, home visits, family interviews, checklists, and document reviews. The process was cycled through until the achievements and indicators determined in the checklist were attained after the two-week observation period. Then the researchers developed an action plan. Achieving target achievements and indicators was completed by implementing a five-week action plan. At the end of the process, while the importance of a positive classroom climate, teacher support, and home visits were revealed, it was concluded that peer support significantly affected communication and language skills. In addition, the reflections of working in cooperation with the family were seen.

A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school

Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies’ limitations we outline implications and future research, such as the need to consider students’ voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.

School partner perspectives on the implementation of the Your Voice Your View sexual assault prevention program for high school students.

Despite the high risk for sexual assault among adolescents, few sexual assault prevention programs designed for implementation in high schools have sustained rigorous evaluation. The present study sought to better understand the factors that influenced the implementation of Your Voice Your View (YVYV), a four-session sexual assault prevention program for 10th grade students, which includes a teacher "Lunch and Learn" training as well as a 4-week school-specific social norms poster campaign. Following program implementation, eight school partners (i.e., health teachers, guidance counselors, teachers, and principals) participated in an interview to provide feedback on the process of program implementation. The Consolidated Framework for Implementation Research was utilized to examine site-specific determinants of program implementation. Participants discussed the importance of the design quality and packaging of the program, as well as the relative advantage of offering students a violence prevention program led by an outside team, as opposed to teachers in the school. School partners highlighted the importance of intensive preplanning before implementation, clear communication between staff, the utility of engaging a specific champion to coordinate programming, and the utility of offering incentives for participation. Having resources to support implementation, a desire to address sexual violence in the school, and a positive classroom climate in which to administer the small-group sessions were seen as school-specific facilitators of program implementation. These findings can help to support the subsequent implementation of the YVYV program, as well as other sexual assault prevention programs in high schools.

Uncovering the effect of classroom climates on learning experience and performance in a virtual environment

ABSTRACT A virtual classroom constructed with virtual reality technology enables a more intuitive and immersive experience for learners. The classroom climate is an important factor affecting students’ learning experience and performance in a virtual environment. However, there is a lack of research on the role of climate on learning experience and performance in virtual classrooms. This study investigated the effect of classroom climates (positive, neutral, and negative) on students’ learning experience (cognitive load, learning motivation, and emotion) and performance (behavior and outcome) in a virtual environment. A total of 96 undergraduate students participated in the study. The results indicated that learners performed better when they perceived a positive classroom climate. Compared with the neutral climate group, the negative climate group reported stronger immersion, more active behavior, and better learning outcomes. The findings provide evidence for instructors and designers to create a suitable climate to improve students’ learning experience and performance in a virtual environment.

Emotional competence training promotes teachers’ emotion socialization and classroom environment: Effects from a TIK-in-School pilot study

Primary school teachers spend many hours each day assisting students with various emotional challenges in the school environment. However, many teachers lack specific skills in how to guide and support children with challenging emotions. Thus, there is a need for interventions that directly enhance teachers’ emotional competence and capacity to respond to students’ emotional needs, thereby ensuring that improvements in the learning environment are ongoing and sustainable.This pilot study explored implementation fidelity and acceptability and the outcomes of a newly developed emotion-focused teacher intervention, Tuning in to Kids in School (TIK-S), on primary school teachers’ emotion socialization practices and classroom environment. Two Norwegian schools were allocated into intervention or waitlist control, with 74 teachers from grades 1 to 4 participating. The intervention included group training for teachers focusing on how to identify, understand and regulate emotions and use emotion coaching with students, while reducing emotion dismissing. Assessments at pre- and post-intervention included teacher questionnaires on their emotion coaching and emotion dismissing practices and observations of the classroom environment. Data were analysed using mixed models. Facilitators reported high fidelity and participants good acceptability of content delivery. Results showed a significant decrease in teacher-reported emotion dismissing practices and improvement in observed positive classroom climate in the intervention, but not control, condition. Although non-significant, emotion coaching had an increasing trend in the intervention condition post-intervention.Participation in TIK-S contributed to improved skills in teacher's emotion socialization and improved classroom climate, factors that are important for an optimal school learning environment.

Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study

The purpose of this study is to determine perspectives of teachers about classroom climate by investigating teachers' descriptions of a positive classroom climate, their practices towards a positive classroom climate, the challenges they encounter in creating a positive classroom climate, and their suggestions for a positive classroom climate. The research adopted a case study design. The study group consisted of 45 teachers and the data was collected via a questionnaire form which was composed of four open-ended questions. Based on the content analysis, sub-categories and categories were identified for each sub-problem and frequencies were reported. Findings showed that teachers regarded classroom climate as a multidimensional construct and their descriptions of a positive classroom climate included a wide range of interrelated in-class and out-class variables. It was also determined that teachers substantially focused on the instructional practices in order to enhance the classroom climate. The most frequency encountered challenge was related to students’ disinterest that was followed by uninvolved parenting. For a better classroom climate, teachers suggested improvements in terms of all stakeholders, instructional practices, social, emotional and physical environment and rules. Findings were discussed based on previous research and suggestions were offered for further studies.

Positive classroom climate buffers against increases in loneliness arising from shyness, rejection sensitivity and emotional reactivity.

Loneliness is detrimental to well-being, particularly during the transition into and early years of adolescence when peer relations are ascendant. Shy and emotionally sensitive youth, who often spend considerable time alone, have known vulnerabilities to loneliness. Studies of young children suggest that a supportive classroom context may mitigate adjustment risks, reducing victimization and improving a sense of belonging. Herein we extend this work to older students, testing the hypothesis that a positive classroom climate protects temperamentally vulnerable children (i.e., those who are shy, emotionally reactive, or sensitive to rejection) from escalating levels of loneliness across the course of a school year. A community sample of 540 (277 boys, 263 girls) Lithuanian students in grades 5-7 (10-14 years old) completed identical surveys twice, 4-5 months apart. Self-reports assessed shyness, emotional reactivity, and rejection sensitivity, as well as perceived positive classroom climate and loneliness. Path analyses indicated that longitudinal associations from shyness, emotional reactivity, and rejection sensitivity to increased loneliness were mitigated by positive classroom climate. In each case, temperamental vulnerability anticipated greater loneliness for youth reporting low but not high positive classroom climate. The results held after accounting for several potential confounding variables. The findings have practical implications, suggesting that scholars and practitioners redouble efforts to improve classroom support, particularly for temperamentally vulnerable children who are at elevated risk for solitude, loneliness, and attendant mental health challenges.

The Teacher Classroom Climate Scale (TCCS): Development and Validation of a New Instrument for Use in Primary School

Background: A positive classroom climate is crucial for student well-being and academic success. There is a lack of validated teacher-rated instruments that assess classroom climate in primary school to ensure that the psycho-social and academic learning conditions in class are beneficial for all students. Objective: The aim of this study was to develop and validate a teacher-rated instrument for use in primary school that addresses key aspects of the classroom climate. The instrument is called the Teacher Classroom Climate Scale (TCCS). Data: Data consisted of a large population-based sample of teachers (n = 1,720) form Norway who rated 14 items encompassing the classroom climate in their class. Data were collected as part of a longitudinal effectiveness study that was implemented in 65 ordinary and representative Norwegian primary schools (Grades 1-7). Methods: The sample was divided into two randomized halves, and exploratory factor analysis was performed on the first half (n =846) whereas confirmatory factor analyses were performed on the second half (n = 874) to verify the factor structure. In addition, we evaluated the convergent validity of the TCCS by inspecting correlations between classroom climate scale and students' academic achievements and problem behaviors. Results: The results revealed a three-factor structure (social relations, learning conditions and task orientation). The analyses showed that two of the 14 items had low factor loadings, and were therefore omitted from the final version of the scale. The final scale showed good internal consistency. The TCCS correlated moderately both concurrently and predictively with academic level and academic differences in class, and with severe problem behavior in class. Conclusion: The findings indicate that the TCCS may be a useful instrument to assess classroom climate in primary school. The need for further research on the TCCS is emphasized.

Pilot Evaluation of the Elementary Social-Emotional Learning Program Sources of Strength.

The online version contains supplementary material available at 10.1007/s12310-023-09567-0.

Faktor-Faktor yang Memperngaruhi Kinerja Akademik Mahasiswa : Analisis Structural Equation Model

This study aims to determine and explore the factors influencing student academic performance at St. Yakobus Merauke. This study used a quantitative approach with a probability sampling method to obtain information and data from respondents. Primary data was collected from 149 students, and data analysis techniques used structural equation model (SEM) analysis with AMOS 26.00 software. The results of this study indicated that the factors of social responsibility, student-teacher relationships, and student satisfaction had a significant effect on student academic performance. In addition, some elements must be considered, namely the ability of soft skills. This ability is related to the ability to cooperate with other people, interact with lecturers, build better communication relationships, and create a conducive and positive classroom climate which plays an important role in making the teaching and learning process more effective and efficient.

Detection of Relationship between Perfectionism and Classroom Climate and Differences in Level of Perfectionism in Middle School Aged Children

This research study is focused on detection of relationship between perfectionism and classroom climate in middle school aged children. To detect the level of perfectionism we used the Frost multidimensional perfectionism scale (F-MPS) and for assessing of classroom climate we used My Class Inventory (MCI). In research we also focused on gender differences among each variable. Our research sample consisted of 240 children who attend primary schools and their age was between 10 – 12 years. There were 160 girls and 80 boys, who took part in this research. The results of the research point out that there is no statistically significant relation between perfectionism and positive classroom climate. We also observed no gender differences in variable perfectionism.

Reviewing the role of positive classroom climate in improving English as a foreign language students' social interactions in the online classroom.

The teacher and learners are cooperatively involved in the creation of a positive climate in an L2 class. In the online language learning environment today, teachers can make the best use of technology, multimedia learning, and accessibility of learners to create a supportive and effective climate. In this productive climate, the teacher and learners can have multiple forms of social interaction which can improve language learners' communicative skills. Not only can the teacher expect better learning outcomes, but s/he can also ensure students' wholehearted attendance in, attention to, and participation in class activities. A positive class climate and the consequent better social interactions can also enhance learners' affective well-being. For example, higher self-esteem leads to lower levels of anxiety and better emotional health. This study aims to review the contribution of a positive classroom climate to the improvement of students' social interaction in the online L2 classroom. To do this, the findings of the relevant studies have been presented and their implications for the construction of a positive online L2 classroom climate have been provided. Suggestions are made on how to help teachers create a positive climate in online L2 classes and how to pave the way for more effective social interactions between teachers and students and among students. Also, implications are provided for L2 teachers, researchers, and trainers, especially in the post-pandemic era.

Exploring classroom practices associated with greater student engagement that may benefit low-income students in the early grades

Previous research has identified specific classroom practices that are associated with greater academic and self-regulation gains for students in prekindergarten (PreK) and kindergarten (K) classrooms. These practices include reducing time in transition, more time in sequential activities, more opportunities for associative and cooperative interactions, more math, teachers’ using higher levels of instruction, positive classroom climate, and more teacher listening to children. This cross-sectional study aims to determine whether these specific classroom practices are associated with higher student engagement. A secondary goal was to examine whether economically disadvantaged (ED) students in more engaged classrooms scored higher on measures of math, language, and literacy. Researchers collected individual student assessment data in math, language, and literacy for a sample of 407 PreK and K students and conducted day-long observations in their classrooms. In addition to collecting behavioral count data on the focal classroom practices, observers rated students’ engagement across the day. Results revealed that students who experienced more of the beneficial classroom practices also showed higher engagement. Covariate-adjusted standardized mean difference effect sizes showed the greatest differences for transition time, sequential activities, associative and cooperative interactions, teachers’ listening, the amount of instruction, behavior approvals, and teacher tone, indicating that students experiencing more of these practices were more engaged than students experiencing fewer of these practices. To address our secondary goal of exploring between-group differences on assessments, we created groups based on ED status and engagement (operationalized using a median split for student engagement). While assessment scores were higher for non-ED students than ED students, regardless of their level of engagement, based on the literature researchers expected that ED students who were more engaged would have higher scores on assessments than their less engaged counterparts. Contrary to this hypothesis, there were few differences across groups. The largest positive effect sizes were for math and vocabulary. ED students with higher engagement hadlower, not higher, scores on measures of literacy and passage comprehension. However, the magnitude of these effect sizes was small. Results provide preliminary evidence that these specific classroom practices are associated with greater student engagement.

IMPACT OF TEACHERS' MINDFULNESS AND PROFESSIONAL SKILLS TOWARDS CLASSROOM CLIMATE ON STUDENT OUTCOMES WHILE LEARNING ENGLISH AS A SECOND LANGUAGE IN SRI LANKA

Public education system of Sri Lanka suffers from poor education outcomes and wide disparities in academic achievement across schools, and studies reveal that students’ outcomes are best when the teachers are qualified in both subjects, they are assigned to teach and in pedagogy. At present teacher stress has become a critical issue in the educational field which affects negatively towards classroom climate; teacher student relationship, teacher creativity, teaching methodologies and student outcomes, while a positive classroom climate results in better academic, social, and emotional outcomes for students. Though the studies have revealed that teacher can improve their well-being, as well as the classroom climate and the student outcomes through the use of mindfulness practices which was taught by the Buddha 2600 years ago, any convincing evidence of the influence of both, teachers’ mindfulness and professional skills on classroom climate towards student outcomes in Sri Lanka or any other country cannot be found. To fulfil that gap, this study explored the influence of teachers’ mindfulness and professional skills on classroom climate towards student outcomes in the government schools in Sri Lanka, using pre-test and post-test experimental design. Data was collected before and after 8-week intervention period, from a sample consisted of 230 students and nine teachers of English, that were observed quantitatively. Findings revealed that teachers’ mindfulness and professional skills as two of the most influential factors that decide the student outcomes directly and via classroom climate of a school, that offer valuable recommendations to the education system in Sri Lanka, in order to enhance student academic and behavioural outcomes by taking steps to improve the professional skills of teachers and the mindful living of both teachers and students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0569/a.php" alt="Hit counter" /></p>

Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19

Unique challenges arose for teachers during COVID-19 to be effective not just academically, but also in providing social-emotional support. Through a case study of 23 novice teachers prepared by our college we examined teachers’ perception about the use of social-emotional learning (SEL) in their teaching, strategies for impacting student learning and development, and challenges faced due to online or hybrid teaching modalities. Results indicated that teachers felt a great need to focus on fostering supporting relationships with students, building trust, creating a positive classroom climate, acknowledging the trauma students had been through, and building strong home-school connections. Their biggest concern was increasing student engagement and motivation and reducing stress in the academic setting. Fostering a sense of classroom community and peer interactions was especially important when more than half the class was online. Teachers incorporated interactive methods and hands-on learning to make instruction engaging for students, focused on soft skills, and used formative assessments to address student learning needs. The study showed that SEL is critically important in the context of COVID-19 to include trauma-informed pedagogies, teacher self-care, and need for SEL related professional development.