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Relationships between teachers' perceptions of classroom environments and school adjustment problems
Author(s) -
Weisz P. Victoria,
Cowen Emory L.
Publication year - 1976
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/bf00881940
Subject(s) - library science , psychology , citation , health psychology , gerontology , sociology , medicine , public health , nursing , computer science
A Classroom Information Sheet (CIS) assessing teacher's perceptions of structural and psychosocial dimensions of class environments was completed by 33 primary grade teachers. Teachers also submitted Classroom Adjustment Rating Scale (CARS) forms, describing children's school adaptation problems, for all children in their class. CIS structural dimensions had considerable variability but psychosocial dimensions did not, Significant relations were found between teachers' class environment ratings and their ratings o f children's adjustment. In general, perceived open individualized class environments related to fewer fudged adjustment problems.