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ABSTRACT The rise of artificial intelligence (AI) has significantly impacted education, yet few scholars have explored AI‐assisted classrooms, particularly in language education in China. Understanding the roles of classroom climate, AI literacy, and resilience is essential, as these factors foster positive learning environments and enhance student engagement. In this sense, this study, grounded in Social Cognitive Theory, employs structural equation modelling to investigate factors influencing classroom engagement in AI‐assisted Chinese English as a Foreign Language (EFL) classrooms. It examines data from 606 university EFL learners to explore the interactions among these variables and the mediating role of resilience. The findings indicate that classroom climate, AI literacy, and resilience all significantly predict classroom engagement, highlighting the importance of both environmental and cognitive factors in fostering active student participation. Furthermore, resilience serves as a crucial mediator, linking classroom climate and AI literacy to engagement. This study provides some insights for educators and policymakers, emphasising the need to cultivate supportive classroom environments, promote AI literacy programs, and strengthen students' resilience to optimise engagement in AI‐assisted educational settings. [ABSTRACT FROM AUTHOR]

Ethnic–racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic–racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may engage in other practices that disadvantage the entire classroom. Thus, we posed three research questions: Did classmates' ethnic–racial discrimination from teachers predict adolescents' classroom adjustment outcomes (e.g., class grades, test scores, and engagement), did classroom climate mediate the link between classmates' ethnic–racial discrimination and adolescents' classroom adjustment outcomes, and did the results differ between early versus middle adolescents? To answer these research questions, the present study leveraged longitudinal data among 1,539 adolescents (Mage = 13.81, SDage = 1.49; 60% Black, 30% White, 9% other, 1% Asian; 49% female, 51% male) nested in 104 math classrooms, as math is a subject domain with pervasive ethnic–racial stereotypes about students' abilities and opportunities to succeed in class. Results illustrated that direct and vicarious ethnic–racial discrimination from math educators in the fall semester predicted worse math course grades, state-administered standardized test scores, and classroom engagement across the fall and spring semesters. Math classroom climate perceptions mediated the longitudinal relations between ethnic–racial discrimination and their math adjustment outcomes, and the role of ethnic–racial discrimination varied across different developmental stages of adolescence. Implications for the measurement of ethnic–racial discrimination in the classroom context and the social contagion linked to ethnic–racial disadvantage are discussed. Public Significance Statement: The present study leveraged longitudinal data to illustrate that the negative impact of adolescents' ethnic–racial discrimination from math teachers spills over to affect the math classroom climate and adjustment outcomes of adolescents' nondiscriminated classmates. As the data suggest, ethnic–racial discrimination disadvantages everyone, and the spillover effects linked to ethnic–racial discrimination should motivate collective approaches that reduce ethnic–racial discrimination experiences in classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: This study explores the relationships among classroom climate, growth mindset, achievement goal orientation, and student engagement in the context of English as a foreign language (EFL) education in China. The study aims to understand how these factors interact to influence student engagement and motivation in EFL learning. Methods: Data were collected through a questionnaire administered to 587 Chinese undergraduate EFL students. The questionnaire assessed students' perceptions of classroom climate, growth mindset, achievement goal orientation, and engagement. Structural equation modeling (SEM) was utilized to examine the relationships among these variables. Results: The SEM analysis revealed significant positive correlations among classroom climate, growth mindset, achievement goal orientation, and student engagement. Both classroom climate and growth mindset were found to directly and positively predict student engagement. Additionally, achievement goal orientation mediated the relationships between both classroom climate and student engagement, and between growth mindset and student engagement. Discussion: The findings underscore the interconnectedness of classroom climate, growth mindset, and achievement goal orientation in shaping student engagement in EFL education. These results suggest that fostering a positive classroom climate and promoting mastery-oriented goals can enhance student motivation and contribute to more effective language acquisition. Practical implications for EFL educators are also discussed. [ABSTRACT FROM AUTHOR]

The social climate in the classroom can impact students' mental well-being, behaviour and peer-learning opportunities. This article describes one way that elementary teachers can understand students' social networks using a sociogram. Findings show variation in classroom cohesion and reveal groups of students who are at higher risk of social exclusion. Discussion of implications includes possible reasons for students' social exclusion and ways teachers might use information to improve the social climate in the classroom. This article focuses on the role of initial teacher education programmes in building teacher skills to develop a robust and positive social climate. [ABSTRACT FROM AUTHOR]

This study investigated perceptions of classroom climate, the physical environment, and self-agency of students with and without disabilities. Participants were 868 high school students from four mixed-sex day schools and 1 same-sex boarding school in Western Kenya. Of the 868 participants, 431 had disabilities. Participants completed a questionnaire on classroom climate and self-agency. Overall, results showed that even though students perceived their classroom climate to be high in competition and difficulty, they were satisfied with their learning environments and regarded their teachers as being supportive. Friction was low and self-agency was moderate. ANOVA results revealed that there were no statistically significant differences between those with and without disabilities (${F_{1,862}} = 0.69, p= 0.41$F1,862=0.69,p=0.41). MANOVA results for disability status was statistically significant with respect to the classroom climate subscales (${F_{6,857}} = 2.22, p= 0.04$F6,857=2.22,p=0.04). Discriminant analysis structure coefficients identified friction, competition, and cohesion as the primary drivers of this significant result. Group means reveal students identified with a disability had a higher mean for friction, and lower means for cohesion and competition. Self-agency was positively correlated with satisfaction, cohesiveness, competition, and teacher support, and negatively correlated with friction and difficulty. These findings suggest that teacher support plays a significant role in student satisfaction, cohesion, and self-agency, regardless of disability. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A virtual classroom constructed with virtual reality technology enables a more intuitive and immersive experience for learners. The classroom climate is an important factor affecting students' learning experience and performance in a virtual environment. However, there is a lack of research on the role of climate on learning experience and performance in virtual classrooms. This study investigated the effect of classroom climates (positive, neutral, and negative) on students' learning experience (cognitive load, learning motivation, and emotion) and performance (behavior and outcome) in a virtual environment. A total of 96 undergraduate students participated in the study. The results indicated that learners performed better when they perceived a positive classroom climate. Compared with the neutral climate group, the negative climate group reported stronger immersion, more active behavior, and better learning outcomes. The findings provide evidence for instructors and designers to create a suitable climate to improve students' learning experience and performance in a virtual environment. [ABSTRACT FROM AUTHOR]

Trying to learn the names of students is a challenging semester ritual for many professors and graduate students. In support of this endeavor, research suggests that learning students' names promotes greater student participation and engagement (Auster and MacRone 1994; Pearson and Lucas 2011). However, both research and practical pedagogical advice has typically focused only on the importance of students believing that instructors know their names. Consequently, we know little about students feeling recognized by name by other students. To further explore this issue, this study analyzes both the predictors and outcomes of student name recognition. The results of the study underscore the value of instructors learning names, showing that the belief that an instructor knows one's name is linked with a lower likelihood of feeling nervous while speaking in class. Classroom characteristics were also linked with student experiences, with finding the class interesting and the more lecture-oriented class both being associated with students perceiving greater classroom community. [ABSTRACT FROM AUTHOR]

To improve learning outcomes, evidence-based processes suggest that classroom climate is a means of creating more sustainable schools committed to improving the quality of teaching and learning. Therefore, valid measures of classroom climate are necessary to enable comparative studies focused on teachers' perceptions, including important dimensions such as cooperation. As no validated instruments exist for the Portuguese context, we developed and validated the Teachers' Perception of Classroom Climate (TPCC), consisting of five dimensions: teacher support, peer support, academic competence, satisfaction with the school, and cooperation. Following a quantitative research approach, the construct validity was analyzed using Confirmatory Factor Analysis, internal consistency was evaluated using Cronbach's Alpha coefficient, and test-retest reliability was assessed using univariate and multivariate General Linear Models and Spearman's rho correlations. The study supported the five-factor structure of the TPCC and demonstrated good psychometric properties. These results support the use of the TPCC to evaluate teacher perceptions of classroom climate. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order to explore the effects of prosocial behavior, teacher's attitudes towards bullying, and classroom climate on peer victimization, we collected data from 1,221 students (Mage = 13.60, SD = 0.88) from 47 classrooms and their teachers from three middle schools in Beijing, China. The hierarchical linear modeling was used to examine the effect of the classroom climate at both the individual and classroom levels, and the interactions between classroom climate and students' prosocial behavior, as well as student perceptions of teachers' attitudes towards bullying. Results showed that prosocial behaviors, teachers' negative attitudes towards bullying, and authoritative classroom climate (at both individual and classroom levels) predicted less peer victimization. We also found significant cross-level interactions (classroom climate * student perceptions of teachers' attitudes towards bullying and classroom climate * prosocial behavior) in predicting peer victimization. Specifically, student perceptions of teachers' attitudes predicted peer victimization only when the overall authoritative classroom climate was high, or when the classroom-level teacher support was high. Students' prosocial behavior only predicted peer victimization when there was less peer support in the classroom. These findings shed light on the intricate interplay between individual level and classroom level protective factors on peer victimization among Chinese middle school students. Impact Statement This is the first study examining classroom climate and its interaction with prosocial behavior and teachers' attitudes towards bullying to predict victimization among Chinese middle school students. Findings shed light on the intricate interplay between individual level and classroom level protective factors on peer victimization among Chinese middle school students. [ABSTRACT FROM AUTHOR]

This study reports two independent meta-analyses on the relationship between (a) classroom climate and academic achievement; and (b) school climate and academic achievement. The analyses were based on extant correlational research studies at the K-12 level that were published between 2000 and 2020. The relationships were analyzed in terms of various moderator variables. The first dataset included 53 research studies focusing on classroom climate and academic achievement, and the second dataset included 37 research studies on school climate and academic achievement. The meta-analyses were carried out with a random effects model. Fisher's effect size was calculated for each study. Publication bias was tested with Egger's linear regression method and Duval and Tweedie's trim and fill method. We used the Q-test for moderation analyses and I 2 test for heterogeneity analyses. The results revealed that the mean effect size for the relationship between classroom climate and academic achievement was small, while it was medium for the relationship between school climate and academic achievement. The effect sizes regarding classroom climate differed significantly only in terms of the academic area moderator variable, and the effect sizes regarding school climate differed in terms of school area, report type, and unit of analysis. This meta-analysis study confirmed that school climate and classroom climate are significant correlates of academic achievement, and the dataset in this study revealed a greater magnitude of relationship in favor of school climate (although a comparison is not meant in this study). This study suggests that policymakers and practitioners should invest their efforts in promoting sound school climates while maintaining an emphasis on classroom climate components, as the two types of climates are intertwined. [ABSTRACT FROM AUTHOR]

The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate. [ABSTRACT FROM AUTHOR]

The construct of learning engagement is receiving increasing attention since it has been proved by a majority of researches that higher learning engagement is linked to positive educational outcomes. While a list of learner-internal factors (e.g., academic emotions) and learner-external factors (e.g., teachers' working engagement) have been revealed as important antecedents of English as a foreign language (EFL) students' learning engagement, the role of classroom environment (CE) as a salient factor has received scant attention. Notably, to the best of the author's knowledge, no review study has been conducted on this issue. Thus, inspired by this gap, the purpose of the present review article is to evaluate the existing literature on the influence of CE on EFL students' learning engagement, which is a relatively less charted territory but with great significance, to illuminate the ways of securing, maintaining and enhancing students' engagement in foreign language classrooms by means of creating a positive CE. The central information of the article is organized into three parts. First, based on educational research, an overview of the constructs of learning engagement and CE is explicated. Second, the influence of CE on EFL learners' engagement is highlighted. At last, implications of the existing studies are summarized and suggestions for further studies are provided. [ABSTRACT FROM AUTHOR]

Positive social and personal aspects have been described as factors behind student engagement. This study aimed to identify the direct effects of classroom climate and eudaimonic well-being on student engagement. In addition, research on student engagement in universities is scarce, and most research on this phenomenon is performed in developed countries (also known as WEIRD). Therefore, we include undergraduates from two Latin American countries. Participants were 625 students enrolled in one of the two collaborative institutions from Mexico and El Salvador. Data was collected through an online form. Three hypotheses were proved by comparative statistics analysis and a structural equation model (SEM). Results indicate that pupils in Mexico and El Salvador report classroom climate and eudaimonic well-being differently (H1). In addition, SEM analysis indicated that 49 % of Student engagement was explained by the direct effects of classroom climate (H2) and eudaimonic well-being (H3). Our findings highlight the importance of improving social and individual context in higher education institutions for these two Latin American countries. The implications of these findings are discussed.

Abstract This study investigates the role of self-assessment (SA), classroom climate (CC), and psychological variables in learning-oriented assessment (LOA) within English as a foreign language (EFL) education. Utilizing a mixed-methods approach, data was collected through surveys and semi-structured interviews from EFL learners and instructors. Findings reveal that SA plays a pivotal role in promoting learner autonomy, self-regulated learning, and academic engagement (AE). By actively involving students in the assessment process and providing opportunities for reflection and feedback, educators can empower learners to take ownership of their learning journey and enhance their overall learning outcomes. Moreover, the study underscores the importance of creating a supportive CC characterized by mutual respect, collaboration, and inclusivity. Positive teacher-student relationships and inclusive learning environments contribute significantly to students’ academic and socioemotional development. Additionally, the study highlights the influence of psychological variables such as growth mindset and emotional intelligence (EI) on student learning outcomes. Learners who adopt a growth-oriented mindset and possess high levels of EI are more likely to persevere in the face of challenges and actively engage in the learning process. The implications of this study suggest the importance of adopting a holistic approach to assessment and instruction in EFL education, with stakeholders urged to incorporate strategies to promote SA, create supportive CC, and foster psychological variables for enhanced student learning and well-being.

The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the "Classroom Climate Questionnaire", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality. [ABSTRACT FROM AUTHOR]

This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students’ self-concept, prosocial behavior, well-being, and academic achievement. The design was a cluster randomized trial with the school as the assignment unit. Participants in the intervention were 66 students in four classes, and in the control, four classes with 77 students. The duration of the intervention was five months. An autoregressive structural equation model was estimated. The correlations between the latent variables at pre-test ranged from low to high. There were significant standardized path coefficients concerning all the latent variables pre- and post-test. The estimates of the intervention at the post-test were non-significant. The results suggested a longer duration of the intervention with more frequent coaching sessions, which may enhance its effect. [ABSTRACT FROM AUTHOR]

This study investigates the role of self-assessment (SA), classroom climate (CC), and psychological variables in learning-oriented assessment (LOA) within English as a foreign language (EFL) education. Utilizing a mixed-methods approach, data was collected through surveys and semi-structured interviews from EFL learners and instructors. Findings reveal that SA plays a pivotal role in promoting learner autonomy, self-regulated learning, and academic engagement (AE). By actively involving students in the assessment process and providing opportunities for reflection and feedback, educators can empower learners to take ownership of their learning journey and enhance their overall learning outcomes. Moreover, the study underscores the importance of creating a supportive CC characterized by mutual respect, collaboration, and inclusivity. Positive teacher-student relationships and inclusive learning environments contribute significantly to students' academic and socioemotional development. Additionally, the study highlights the influence of psychological variables such as growth mindset and emotional intelligence (EI) on student learning outcomes. Learners who adopt a growth-oriented mindset and possess high levels of EI are more likely to persevere in the face of challenges and actively engage in the learning process. The implications of this study suggest the importance of adopting a holistic approach to assessment and instruction in EFL education, with stakeholders urged to incorporate strategies to promote SA, create supportive CC, and foster psychological variables for enhanced student learning and well-being. [ABSTRACT FROM AUTHOR]

Limited research has explored mothers' perceptions of teachers' pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the classroom? (3) How do teachers facilitate classroom peer interactions? Twenty-nine primary parents (97% mothers) of children with ASD, ages 4–7, were interviewed. Findings revealed structural differences in the students' classroom environments. Some classrooms were described as chaotic and unsafe while others were described as welcoming and accommodating for the child. Teacher interactions with the target child were frequently characterised as competent and encouraging, marked by clear discipline practices and expectations. Peer interactions with the target child were varied, with some mothers reporting that the teacher isolated the child from peers and others reporting that the teacher encouraged explicit peer interaction. Study findings have implications for strengthening the home-school connection, including identifying pedagogical practices for building inclusive classroom communities for young children with ASD and how mothers might utilise similar practices at home. [ABSTRACT FROM AUTHOR]

Schools are important in nurturing social skills and behaviours. Research consistently demonstrates that movement into/out of school (transience/mobility) disrupts positive social skill development, especially for students who frequently move. The impact of attending a highly transient school on non-mobile students is not as well-known. The current study explored the impact of values and life skill-based programme, Kiwi Can, on social development and the classroom climate for non-mobile children. Researchers administered surveys to students attending 15 intervention (i.e. Kiwi Can programme; n = 763) and 9 control (n = 456) schools in Aotearoa New Zealand. We examined the impact of programme participation by school transience level (high, middle, low) and length of school participation (new, experienced). The results indicate that students attending highly transient schools struggled to build social relationships, feel connected, demonstrate care and compassion to others, and behave in prosocial ways. They also felt less safe at their schools. Students participating in Kiwi Can for more than two years (experienced schools) showed fewer negative effects of transience on social development than less experienced schools. This research highlights the plight of students who are 'left behind.' [ABSTRACT FROM AUTHOR]

Research has been scarce when it comes to investigating associations between leader support, teacher self-efficacy (TSE,) and student outcomes. Thus, the objective of the present study was to investigate associations between leader support teacher self-efficacy (TSE), classroom emotional climate (CEC), and literacy skills. Two aspects of TSE were included; self-efficacy to discipline and motivate students. 5810 first graders from 300 classes participated, including their respective class teachers. Analysis was conducted by applying structural equation modeling. Leader support related positively to self-efficacy to discipline and motivate students. Moreover, self-efficacy to discipline and CEC were positively related, and CEC related positively to literacy skills. A significant indirect association was found between the discipline dimension of TSE and literacy skills through CEC. School managers should support employees to increase TSE, as a strong sense of TSE can contribute to a sound CEC and improve literacy skills among children in their early school years. [ABSTRACT FROM AUTHOR]

The ClassMaps strategy builds resilience into classrooms by translating the compelling results of developmental risk and resilience research into simple action plans that embed positive protective supports into classroom routines and practices. The refined routines reinforce students' developing self-agency and foster their nurturing relationships with adults and peers. The strategy is carried out in four stages—administering the ClassMaps Survey to describe students' experiences of classroom strengths and weaknesses, conducting a classroom meeting with students to scrutinize the results and brainstorm plans for change, implementing simple modifications to classroom routines and practices based on that plan, and evaluating the impact of the modifications a few weeks later. The ClassMaps Survey's central role in the strategy is justified by the reliability of its subscales and their relation to the key protective supports identified in resilience research. The ClassMaps strategy is a useful example of 'giving psychology away'. [ABSTRACT FROM AUTHOR]

IntroductionThis study explores the relationships among classroom climate, growth mindset, achievement goal orientation, and student engagement in the context of English as a foreign language (EFL) education in China. The study aims to understand how these factors interact to influence student engagement and motivation in EFL learning.MethodsData were collected through a questionnaire administered to 587 Chinese undergraduate EFL students. The questionnaire assessed students’ perceptions of classroom climate, growth mindset, achievement goal orientation, and engagement. Structural equation modeling (SEM) was utilized to examine the relationships among these variables.ResultsThe SEM analysis revealed significant positive correlations among classroom climate, growth mindset, achievement goal orientation, and student engagement. Both classroom climate and growth mindset were found to directly and positively predict student engagement. Additionally, achievement goal orientation mediated the relationships between both classroom climate and student engagement, and between growth mindset and student engagement.DiscussionThe findings underscore the interconnectedness of classroom climate, growth mindset, and achievement goal orientation in shaping student engagement in EFL education. These results suggest that fostering a positive classroom climate and promoting mastery-oriented goals can enhance student motivation and contribute to more effective language acquisition. Practical implications for EFL educators are also discussed.

In 2003, Bloom, Hill, and Riccio (BHR) published an influential paper introducing novel methods for explaining the variation in local impacts observed in multi-site randomized control trials of socio-economic interventions in terms of site-level mediators. This paper seeks to improve upon this previous work by using student-level data to measure site-level mediators and confounders. Development of asymptotic behavior backed up with simulations and an empirical example. Students and training providers. Two simulations and an empirical application to data from an evaluation of the Health Professions Opportunity Grants (HPOG) Program. This empirical analysis involved roughly 6600 participants across 37 local sites. We examine bias and mean square error of estimates of mediation coefficients as well as the true coverage of nominal 95-percent confidence intervals on the mediation coefficients. Simulations suggest that the new methods generally improve the quality of inferences even when there is no confounding. Applying this methodology to the HPOG study shows that program-average FTE months of study by month six was a significant mediator of both career progress and long-term degree/credential receipt. Evaluators can robustify their BHR-style analyses by the use of the methods proposed here. [ABSTRACT FROM AUTHOR]

• The [State] Model of IECMHC was successfully implemented in diverse early childhood settings, including community-based childcare and school-based pre-K. • Using a longitudinal, matched comparison group design and direct observations of teachers, we found a significant positive effect on teachers' observed abilities to foster socially and emotionally healthy climates in early childhood classrooms in the Directions and Rules domain and the Equity auxiliary dimension on the CHILD observational tool. • On the Equity dimension, White teachers in the intervention group had significantly lower scores than Black and Hispanic teachers who received the intervention. • Although a core competency of infant and early childhood mental health consultation is the ability to work effectively throughout diverse cultures and communities, qualitative interviews with consultants working with teachers revealed that they often did not feel fully prepared and confident to address racial and cultural inequities they perceived with program staff or administrators. Through relationship building and collaboration, Infant and Early Childhood Mental Health Consultation (IECMHC) aims to increase early childhood professionals' capacity to promote children's mental health and reduce the use of exclusionary discipline practices. We conducted a three-year pilot study of a cross-system, embedded model of IECMHC to address gaps in the literature regarding provider and classroom outcomes. Using a matched-comparison group design, the study examined differences between staff in intervention and comparison programs in their ability to create classroom climates that promote children's social and emotional development and explored factors associated with classroom climates. A sample of 120 teachers participated in surveys over a 21-month implementation period. A subsample of teachers participated in classroom observations (n = 28) using the Climate of Healthy Interactions for Learning & Development (CHILD) tool (Reyes & Gilliam, 2017) and semi-structured interviews (n = 30). Regression analyses revealed a significant relationship between the intervention and classroom climate in two domains, directions and rules and equity. Interview data supported these findings and provided further evidence of changes in teacher attitudes and behaviors. We conclude that teachers who received the IECMHC model showed improved ability to establish certain aspects of healthy social and emotional classroom climates. We also recommend further study of this model using matched-comparison group designs and direct observations of teacher practice. [ABSTRACT FROM AUTHOR]

Assessment and monitoring of safety in special education schools is imperative to establish and maintain a safe environment in which students can develop academic and social–emotional skills. The present study describes the development of a student self‐report measure, the Safe at School questionnaire. Factorial validity, reliability and concurrent validity was examined in a construction sample of 280 students (68.6% male, age M = 13.29, SD = 2.52) and a validation sample of 1572 students (77.4% male; age M = 14.33, SD = 2.04), representing 233 classes from 20 schools for special education in the Netherlands. Multilevel confirmatory factor analysis was used to examine the factor structure of the Safe at School questionnaire. A model with three correlating factors at the within‐ and between‐group level (Rules and Social Norms, Perceived Own Safety and Perceived Safety of Other Students) showed a satisfactory fit to the data. Reliabilities of the scales were good. Also, measurement invariance for gender was demonstrated, indicating no differences in latent means between boys and girls. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The COVID-19 pandemic has profoundly changed university teaching and learning formats, leading to a significant increase in online learning. Consequently, the crisis has facilitated the potential development of this educational modality. However, researchers need adapted and validated instruments to assess the online learning climate in universities. Aim: This study aimed to adapt and psychometrically validate the Online Learning Climate Scale (OLCS) for Chilean university students. Method: Quantitative research was conducted with a non-experimental and cross-sectional, design executed in two phases: the first was oriented to the cultural adaptation of the instrument, and the second was focused on analyzing its psychometric properties in a sample of 491 university students. Results: A translated and culturally adapted version was obtained, composed of 15 items distributed in a factorial structure composed of four dimensions that showed excellent adjustment to the data [χ2 (84) = 189.628; p < 0.001; CFI = 0.979; TLI = 0.973; RMSEA = 0.051 (IC90% 0.044--0.059); SRMR = 0.028]; internal consistency was estimated through Cronbach's alpha and ranged between 0.892 and 0.955, and strict invariance between men and women was achieved. Discussion: The Online Learning Climate Scale (OLCS) is a valid and reliable measure for measuring the online learning climate within the Chilean higher education context so that it can be used both in research and in monitoring management programs in educational environments. [ABSTRACT FROM AUTHOR]

Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies' limitations we outline implications and future research, such as the need to consider students' voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries. [ABSTRACT FROM AUTHOR]

This study investigated the impact of classroom climate on students' engagement, self-efficacy and learning experience. Using a quantitative research design, the data was collected from diverse participants in public sector colleges in Sindh, Pakistan. The study employed path analysis to test the hypotheses developed based on literature to assess the causal relationship between classroom climate and the selected critical variables. The Social Cognitive Theory was employed to assess the causal relationship. The path analysis revealed that all three hypotheses were supported. The statistical results of the research show the positive impact of a supportive classroom climate on students' engagement, self-efficacy and learning experience. The results of this research align with the theoretical framework based on Bnadura's social cognitive theory, which emphasises the reciprocal impact between social factors and personal development. The findings offer practical implications for teacher policymakers to uplift educational practices. This study identified classroom climate's significant and vital role in harnessing students' engagement, self-efficacy and learning experience. The results offer the foundation for future research. [ABSTRACT FROM AUTHOR]

Translanguaging goes between linguistic and/or modal boundaries and beyond them (Li, W. (2011a). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035). The appearance of this new concept marks a significant development of multilingualism studies. This paper is based on an empirical study of creating a translanguaging space and positive 'classroom climate' (Gabryś-Barker, D. (2014). Success: From failure to failure with enthusiasm. Studies in Second Language Learning and Teaching, 4(2), 301–325. https://doi.org/10.14746/ssllt.2014.4.2.7) by allowing for students' emotional expression and supporting their emotions to benefit EFL (English as a Foreign Language) learning in the Chinese context. The visual data are multilingual and multimodal student-made artefacts called emotional curves completed by newly registered university students as descriptive homework of their emotions about English learning in the classroom. These emotional curves create a translanguaging space where students adopt multiple linguistic and semiotic resources to express emotions and identities freely and creatively. The multimodal discourse analysis of emotional curves is combined with (auto)ethnographic observations and interviews, which shed light upon the emotional motivation for translanguaging and manifest effective teacher-student communication owing to the teacher's 'emotional scaffolding' (Park, M. H. (2014). Increasing English language learners' engagement in instruction through emotional scaffolding. Multicultural Education, 22(1), 20–29.) strategies. Theoretically, this paper highlights the transformative power of translanguaging space and clarifies emotional representations of translanguaging theory. Pedagogically, this study advocates acknowledging and scaffolding students' emotions to establish better teacher-student relationships and create a flexible translanguaging space and harmonious classroom climate. [ABSTRACT FROM AUTHOR]

Disengagement is a concept that captures the gradual behavioral, affective, and cognitive distancing from school, and is thus an early indicator of students being at risk for dropout. Based on a social identity framework, we predicted that higher social identification with the class and a positive classroom climate would be associated with lower rates of disengagement at both the individual and classroom level. In two samples from 16 German middle schools (n1 = 255, n2 = 287) with high annual dropout rates (> 10%), we assessed three disengagement facets: affect (daily mood at school), cognition (amotivation), and behavior (truancy). To examine both the individual and the classroom level, we utilized a 2-level mixed model. Gender, grade-level, and migration background were controlled in both samples, and economic learning resources (ELR) were included in sample 2 to better control for socioeconomic influences. In Study 1 (24 classrooms), we found a significant, positive association between social identification and daily mood at the individual level. In Study 2 (21 classrooms), we replicated initial findings for daily mood. In addition, social identification also impacted amotivation. At the class level, a higher grade, and a higher proportion of students with migration background were related to increased truancy. Classroom climate did not show a significant effect on disengagement in either of the studies. Our study sheds further light on the social dynamics of disengagement and highlights the need to control for classroom dynamics and student composition, particularly in classrooms with diverse student backgrounds. [ABSTRACT FROM AUTHOR]

With the globalization of education, an increasing number of studies have been carried out in the English as a medium of instruction (EMI) classes. However, as the review of earlier studies revealed, most of the studies have exclusively focused on the challenges and opportunities of this mode of instruction. That is, few investigations have examined students' classroom behaviors and their determinants in EMI courses. More precisely, limited attention has been dedicated to EMI students' classroom engagement and its potential predictors. Accordingly, studying EMI students' classroom engagement and its personal, interpersonal, and situational predictors seems essential. To respond to this necessity, the present research examined the role of rapport and classroom climate in predicting Chinese EMI students' classroom engagement. In doing this, using random sampling strategy, a total of 416 university students was recruited from Chinese EMI classes. To collect the dataset, an online survey comprising three self-report questionnaires was administered to participants. The results of correlation test and multiple regression analysis divulged positive, significant correlations among rapport, classroom climate, and classroom engagement. The analysis outcomes also displayed that rapport and classroom climate were significant predictors of EMI students' classroom engagement. The study outcomes may have some beneficial and insightful implications for all instructors teaching different academic subjects through English.

The aim of this preliminary study was to evaluate the effects of two emotional education programmes in a charter school in Donostia-San Sebastián, Spain, on students’ emotional competence and the social climate in the classroom. A quasi-experimental pretest-posttest repeated measures design with a control group was utilized in the study. The participants in the study were 105 students in Year 6 of primary school and Year 2 of secondary school. The Emotional Development Questionnaire (EDQ) and the Classroom Social Climate Scale (CES) were used to assess the effect of the intervention. The results indicate that the ‘Sentituz 10-12’ programme is effective in improving students’ social competence and the quality of student-teacher relationships, whereas the ‘Sentituz 12-14’ programme is effective in promoting the emotional autonomy and overall emotional competence of students. This was however, a small scale preliminary study, and further and more rigorous studies are also need in order to evaluate the impact of these two emotional education programmes.

Summary Youth and Sport (Y+S) constitutes Switzerland’s most extensive sports support system, encompassing over 90 sports within a state-subsidized and content-regulated training system. Upholding the quality of sports activities necessitates effective (appealing and high-quality) education for Y+S instructors. The Y+S education model transmits teaching content for high-quality Y+S activities through the “Teaching” domain of action, which closely aligns with contemporary instructional quality research. We developed the Y+S evaluation instrument to systematically evaluate this field of action in practical scenarios. This questionnaire digitally surveys children and youth participating in Y+S activities, employing items to assess four fields of action. We realized a nationwide quantitative validation study based on three qualitative pilot studies. Two surveys were administered to N = 1,230 (53.7% female; M = 13.99 years, SD = 2.36) and N = 851 (53.7% female; M = 13.96 years, SD = 2.18) children and youths. We conducted confirmatory factor analyses (CFA) to assess the factorial validity and reliability of the developed Y+S evaluation instrument. Following systematic item reduction, CFAs consistently demonstrated good model fits. All four fields of action with their 17 recommendations for action were represented by 51 items, attesting to the validity and reliability of the evaluation instrument. In conclusion, a validated evaluation instrument is now available in German, French, and Italian and will be implemented annually to assess Y+S activities in Switzerland moving forward.

IntroductionThe COVID-19 pandemic has profoundly changed university teaching and learning formats, leading to a significant increase in online learning. Consequently, the crisis has facilitated the potential development of this educational modality. However, researchers need adapted and validated instruments to assess the online learning climate in universities.AimThis study aimed to adapt and psychometrically validate the Online Learning Climate Scale (OLCS) for Chilean university students.MethodQuantitative research was conducted with a non-experimental and cross-sectional, design executed in two phases: the first was oriented to the cultural adaptation of the instrument, and the second was focused on analyzing its psychometric properties in a sample of 491 university students.ResultsA translated and culturally adapted version was obtained, composed of 15 items distributed in a factorial structure composed of four dimensions that showed excellent adjustment to the data [χ2 (84) = 189.628; p

This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice.The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotions.

This study applies sociocultural narrative theory and method to integrate children's perspectives into research on classroom climate. Sociocultural narrative theory explains how individuals use expressive genres to make sense of environments, how they fit, and what they would like to change. This study incorporates such theory and method into a qualitative research design, applying quantitative analysis techniques to understand trends in student attention and expression. The main goal of this study is to examine whether and how students enact and express socioemotional and spatiotemporal (climate) sensitivities with their use of regular narrative elements. This study employs plot and character analyses to understand 22 sixth graders' narrations of best and worst classroom experiences. These analyses reveal diverse patterns of focus on classroom events. Differences in the young narrators' attention highlight areas for ongoing inquiry, with implications for mixed methods studies of classroom climate and related developmental research. [ABSTRACT FROM AUTHOR]

The paper describes the implementation of a survey aimed at verifying the author's preventive program. The analysis of the obtained results is processed on the basis of quantitative-qualitative methods. The specific findings relate to changes in the devaluation expressions of students' communication towards the teacher and changes in the classroom climate after the implementation of the preventive program. The obtained data show that by applying the author's preventive program, it is possible to achieve changes in the interactions taking place in the teaching process. [ABSTRACT FROM AUTHOR]

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Psychological well-being (PWB) encompasses the positive aspects of mental health, such as hedonic wellbeing (experience of enjoyment and pleasure), eudaimonic wellbeing (experience of self-actualization), and life satisfaction (global evaluation of quality of life). Japanese teachers suffer from poor PWB with a high incidence of mental health problems. Despite the potentially significant impact of poor Japanese teachers' PWB on their students' PWB, these associations have remained largely unexplored. The present study investigated if teacher PWB has any relationship with student PWB and if teacher-student relationship, students' abilities for resilience, and classroom climate mediate the teacher and student PWB relationship, with 46 teachers and 1,256 children aged 8–12 years from Japanese schools. A multilevel mediation analysis revealed an indirect positive relationship between Japanese teacher life satisfaction and Japanese student hedonic and eudaimonic wellbeing mediated by students' abilities for resilience. There was no relationship between teacher and student hedonic and eudaimonic wellbeing. Nonetheless, the findings still imply that promoting teacher life satisfaction may contribute to the promotion of student hedonic and eudaimonic wellbeing. Future researchers could investigate if a school-based intervention targeted at both Japanese teachers and students would more effectively promote PWB among students than would such interventions aimed only at students. [ABSTRACT FROM AUTHOR]

The influence of teachers’ interpersonal communication abilities and learning environment on second/foreign language (L2) students has received a growing scholarly attention. However, the preventing role of teachers’ immediacy behaviours and classroom climate on English as a foreign language (EFL) students’ negative, destructive emotions has been ignored. To fill this gap, this study aimed to discover the association among EFL teachers’ immediacy behaviours, classroom climate, and students’ self-silencing in light of self-determination theory. Moreover, it sought to detect if students’ self-silencing could be predicted by teachers’ immediacy behaviours and classroom climate. A total of 380 Chinese EFL students filled in three validated questionnaires. The results of factor analysis and correlation analysis pointed out that teachers’ immediacy behaviours and classroom climate had a significant negative relationship with students’ self-silencing. It was also found that about 79% of modifications in students’ self-silencing could be predicted and explained by their teachers’ immediacy behaviours and classroom climate. Discussions of the findings and possible implications for practising positive psychology (PP) and interpersonal communication in L2 education are also presented. [ABSTRACT FROM AUTHOR]

A growing literature has documented the importance of school socio‐economic status (SES) composition to children's academic performance, but the channels through which school SES affects individual achievement remain poorly understood. We investigate differences in 15‐year‐old children's reading performance across schools with different levels of mean SES composition in six European countries where children are sorted into different academic and vocational tracks after the age of 15. This study contributes to the literature on the role of school SES composition for students' academic achievement by examining the extent to which individual student SES and academic aspirations, classroom climate and school resources account for school SES differences. Multilevel regression analyses of reading literacy scores from PISA 2018 indicate sizeable effects of school SES composition on reading achievement in each of the six countries, even after accounting for student SES. By limiting the analysis to students who had not yet been tracked based on their academic record or aspirations, we can better focus on the link between school SES composition and educational achievement. Our main finding is that school SES composition differences are more than a function of students' own SES, as they also reflect classroom discipline, teaching practices, peer educational aspirations, and to a lesser extent, school resources. [ABSTRACT FROM AUTHOR]