Classroom structure, work involvement, and social climate in elementary school classrooms

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Abstract

Identified 2 behavioral dimensions of classroom structure: amount of child activity and proportion of activity controlled by the teacher. Four 30-min observations were conducted in 32 4th-, 5th-, and 6th-grade classrooms (267 children), and a social climate questionnaire (My Class Inventory) and the Test Anxiety Scale for Children were administered. An ANOVA showed that high-structured classrooms (low activity/high proportion controlled) had the most work involvement. Both high activity and low control were related to more active deviancy (disruption of others' work). Interaction effects obtained for passive deviancy (silent withdrawal from work) and reported intimacy. High-control classrooms had more friction. There were no interaction effects of classroom structure with child anxiety level or sex of child. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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