Abstract
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.
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This study was supported by grants from the National Institute of Mental Health (MH 14574-04) and the New York State Department of Education. That support is acknowledged with gratitude as are specific contributions made by Evelyn Arlas, Ellis L. Gesten, and Elizabeth Kaplan.
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Wright, S., Cowen, E.L. Student perception of school environment and its relationship to mood, achievement, popularity, and adjustment. Am J Commun Psychol 10, 687–703 (1982). https://doi.org/10.1007/BF01312599
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DOI: https://doi.org/10.1007/BF01312599