Premium
Student perception of school environment and its relationship to mood, achievement, popularity, and adjustment
Author(s) -
Wright Stephanie,
Cowen Emory L.
Publication year - 1982
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/bf01312599
Subject(s) - popularity , psychology , mood , health psychology , reading (process) , perception , social psychology , academic achievement , developmental psychology , sociometric status , class (philosophy) , test (biology) , public health , medicine , nursing , neuroscience , artificial intelligence , political science , computer science , law , paleontology , biology
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.