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The development of the classroom social climate during the first months of the school year

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Title: The development of the classroom social climate during the first months of the school year
Authors: Tim Mainhard, M.1 m.t.mainhard@uu.nl, Brekelmans, Mieke1, Brok, Perry den2, Wubbels, Theo1
Source: Contemporary Educational Psychology. Jul2011, Vol. 36 Issue 3, p190-200. 11p.
Subject Terms: *Classroom environment, *Longitudinal method, *Psychology of students, *Educational psychology, *Teacher attitudes, *Teacher-student relationships, Social perception, Linear statistical models
Abstract: Abstract: In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N =48) and students (N =1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. [Copyright &y& Elsevier]
Copyright of Contemporary Educational Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Tim+Mainhard%2C+M%2E%22">Tim Mainhard, M.</searchLink><relatesTo>1</relatesTo><i> m.t.mainhard@uu.nl</i><br /><searchLink fieldCode="AR" term="%22Brekelmans%2C+Mieke%22">Brekelmans, Mieke</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Brok%2C+Perry+den%22">Brok, Perry den</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Wubbels%2C+Theo%22">Wubbels, Theo</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Psychology%22">Contemporary Educational Psychology</searchLink>. Jul2011, Vol. 36 Issue 3, p190-200. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Social+perception%22">Social perception</searchLink><br /><searchLink fieldCode="DE" term="%22Linear+statistical+models%22">Linear statistical models</searchLink>
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  Data: Abstract: In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N =48) and students (N =1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. [Copyright &y& Elsevier]
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  Data: <i>Copyright of Contemporary Educational Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=61161879
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