Classroom Emotional Climate, Student Engagement, and Academic Achievement

Autor/inn/en	Reyes, Maria R.; Brackett, Marc A.; Rivers, Susan E.; White, Mark; Salovey, Peter
Titel	Classroom Emotional Climate, Student Engagement, and Academic Achievement
Quelle	In: Journal of Educational Psychology, 104 (2012) 3, S.700-712 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0027268
Schlagwörter	Academic Achievement; Report Cards; Learner Engagement; Teacher Characteristics; Classrooms; Classroom Environment; Student Participation; Emotional Response; Grade 6; Grade 5; Observation; Grades (Scholastic); Correlation; Influences; Age Differences; Gender Differences + Suchen Sie Ihr Suchwort? Schulleistung; Berichtszeugnis; Classroom; Klassenraum; Klassenklima; Unterrichtsklima; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Emotionales Verhalten; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Beobachtung; Notenspiegel; Korrelation; Influence; Einfluss; Einflussfaktor; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	The emotional connections students foster in their classrooms are likely to impact their success in school. Using a multimethod, multilevel approach, this study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. Data were collected from 63 fifth- and sixth-grade classrooms (N = 1,399 students) and included classroom observations, student reports, and report card grades. As predicted, multilevel mediation analyses showed that the positive relationship between classroom emotional climate and grades was mediated by engagement, while controlling for teacher characteristics and observations of both the organizational and instructional climates of the classrooms. Effects were robust across grade level and student gender. The discussion highlights the role of classroom-based, emotion-related interactions to promote academic achievement. (Contains 3 tables, 2 figures and 4 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10