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Social-emotional classroom climate and academic achievement for Chinese elementary students: The roles of convergent and divergent thinking.
- Source :
- School Psychology International; Jun2023, Vol. 44 Issue 3, p301-325, 25p
- Publication Year :
- 2023
-
Abstract
- This study aims to explore the effects of the social-emotional classroom climate on academic achievement in mathematics and literature for elementary students in grades 3 through 6. The research specifically focuses on the indirect role of creative thinking (convergent and divergent thinking). Structural equation modeling techniques were used to examine data collected from 1365 Chinese elementary students. The results indicate that in mathematics and literature classrooms, (1) the social-emotional climate had a positive effect on school achievement, and (2) divergent and convergent thinking play indirect roles between social-emotional climate and academic achievement. The findings suggest that elementary students' positive perception of social-emotional classroom climate, including the perceptions of teacher support and student cohesiveness, can promote divergent and convergent thinking and ultimately contribute to the output of academic achievement in mathematics and literature. [ABSTRACT FROM AUTHOR]
- Subjects :
- ACADEMIC achievement evaluation
SCHOOL environment
THOUGHT & thinking
STRUCTURAL equation modeling
STATISTICS
MATHEMATICAL models
CREATIVE ability
SOCIAL factors
GOODNESS-of-fit tests
REGRESSION analysis
EDUCATIONAL psychology
MATHEMATICS
CRONBACH'S alpha
DESCRIPTIVE statistics
QUESTIONNAIRES
THEORY
SCALE analysis (Psychology)
FACTOR analysis
RESEARCH funding
PSYCHOLOGY of school children
EMOTIONS
DATA analysis software
STATISTICAL correlation
PATH analysis (Statistics)
LITERATURE
Subjects
Details
- Language :
- English
- ISSN :
- 01430343
- Volume :
- 44
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- School Psychology International
- Publication Type :
- Academic Journal
- Accession number :
- 163451867
- Full Text :
- https://doi.org/10.1177/01430343221128825