Wright S, Cowen E L
Am J Community Psychol. 1982 Dec;10(6):687-703.
This study examined relationships between student perceptions of classroom environment and mood, achievement, popularity, and adjustment, both for students in general and for "problem" (i.e., acting-out, anxious, and unpopular) children. Subjects included 511 fifth- and sixth-grade students from 23 classes in four suburban schools. Class environment was assessed by responses to a short form of the Classroom Environment Scale (CES). Students also completed mood adjective checklists and peer sociometric ratings. Reading and arithmetic report card grades and achievement test scores were recorded for the school year, and teachers submitted adjustment ratings for all students. Classes, rather than students, were used as the main unit of analysis. For classes in general, high perceived Order and Organization and Affiliation related to greater student popularity. Relationships between perceptions of class environment and the dependent measures were stronger for problem students. For that group, high perceived Order and Organization, Affiliation, and Innovation related to positive mood, greater peer popularity, and teacher ratings indicating more positive adjustment.
本研究考察了学生对课堂环境的认知与情绪、成绩、受欢迎程度及适应能力之间的关系，涵盖了全体学生以及“问题”儿童（即行为冲动、焦虑和不受欢迎的儿童）。研究对象包括来自四所郊区学校23个班级的511名五、六年级学生。通过对《课堂环境量表简表》（CES）的回答来评估课堂环境。学生们还完成了情绪形容词检查表和同伴社会测量评级。记录了本学年的阅读和算术成绩单成绩以及学业测试分数，教师提交了所有学生的适应能力评级。分析的主要单位是班级而非学生。总体而言，对于班级来说，较高的秩序感、组织感和归属感与学生更高的受欢迎程度相关。对于问题学生，课堂环境认知与相关测量指标之间的关系更为显著。对于该群体，较高的秩序感、组织感、归属感和创新性与积极情绪、更高的同伴受欢迎程度以及表明更积极适应的教师评级相关。
