Classroom Emotional Climate, Teacher Affiliation, and Student Conduct

Autor/inn/en	Brackett, Marc A.; Reyes, Maria Regina; Rivers, Susan E.; Elbertson, Nicole A.; Salovey, Peter
Titel	Classroom Emotional Climate, Teacher Affiliation, and Student Conduct
Quelle	In: Journal of Classroom Interaction, 46 (2011) 1, S.27-36 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Report Cards; Teacher Characteristics; Academic Achievement; Classrooms; Teaching Methods; Classroom Environment; Student Behavior; Correlation; Teacher Student Relationship; Student Attitudes; Grade 5; Grade 6; Observation; Rating Scales; Age Differences; Gender Differences; Emotional Response + Suchen Sie Ihr Suchwort? Berichtszeugnis; Schulleistung; Classroom; Klassenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Beobachtung; Rating-Skala; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Emotionales Verhalten
Abstract	Using a multi-method, multi-level approach, this study examined the link between classroom emotional climate and student conduct, including as a mediator the role of teacher affiliation, i.e., students' perceptions of their relationships with their teachers. Data were collected from 90 fifth- and sixth-grade classrooms (n = 2,000 students) and included classroom observations, student ratings of teacher affiliation, and conduct grades on report cards. As predicted, when controlling for teacher characteristics and the organizational and instructional aspects of the classroom, there was a direct, positive relationship between classroom emotional climate and conduct that also was mediated by teacher affiliation. Effects were robust across grade level and student gender. We highlight the role of emotionally supportive classroom environments in promoting teacher affiliation and better conduct among students. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10