Classroom environment and student affective performance: An effective profile

Classroom environment and student affective performance: An effective profile

• Cheng, Yin Cheong The Chinese University of Hong Kong

Journal of Experimental Education, 62(3), 221-239, 1994

Routledge

1994

• F 教與學
  • FG 教室管理和控制
• F 教與學
  • FH 教室溝通

• Hong Kong

• 1997.7 onwards

• 小學教育

In this study, the relationship between student affective performance and classroom physical environment, social climate, and management style were investigated in a sample of classes in Hong Kong primary schools. The results of Pearson and canonical correlation analyses indicated that among the measures of classroom environment, perceived quality of physical environment and class master’s expert power, personal power, and coercive power were the strongest predictors of affective performance. This finding supports the importance of class master’s management style in the classroom environment. Students’ attitudes toward school and teachers appeared to be most sensitive to variation in the classroom environment, and self-concept was the least sensitive among the seven student affective measures. Students’ self-efficacy of learning and intention to drop out were moderately sensitive to classroom environment. Profiles of effective and ineffective classroom environments were also mapped. In effective classrooms, class masters care for students, pay attention to teaching, do not use force or punishment but do create a good classroom climate with their professional knowledge, personal morality, and personality. Physical environment and psychological environment are both important; a good classroom environment is highly correlated with student affective performance.

• 英文

期刊論文

• 00220973

• 10.1080/00220973.1994.9943842

https://bibliography.lib.eduhk.hk/tc/bibs/3a721f0d

2018-09-10