Some Determinants of Classroom Psychosocial Environment in Australian Catholic High Schools: A Multilevel Analysis

Autor/in	Dorman, Jeffrey P.
Titel	Some Determinants of Classroom Psychosocial Environment in Australian Catholic High Schools: A Multilevel Analysis
Quelle	In: Catholic Education: A Journal of Inquiry and Practice, 13 (2009) 1, S.7-29 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1097-9638
Schlagwörter	Foreign Countries; High Schools; Catholic Schools; Classroom Environment; Individual Development; Learner Engagement; Structural Equation Models; Gender Differences; Teacher Student Relationship; Grouping (Instructional Purposes); Student Attitudes; Single Sex Schools; Australia + Suchen Sie Ihr Suchwort? Ausland; High school; Oberschule; Katholische Schule; Klassenklima; Unterrichtsklima; Individuelle Entwicklung; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Grouping; Gruppenbildung; Schülerverhalten; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Australien
Abstract	This research investigated some determinants of classroom environment in Australian Catholic high schools. The Catholic School Classroom Environment Questionnaire (CSCEQ) was used to assess 7 dimensions of the classroom psychosocial environment: student affiliation, interactions, cooperation, task orientation, order and organization, individualization, and teacher control. The sample consisted of 1,719 students from 80 classes in 20 Catholic coeducational and single-sex schools. Validation data attested to the sound structural properties of the CSCEQ. Because the data were nested (i.e., students within classes within schools), multilevel analyses were used to investigate the influence of student gender, grade, subject, and school type on students' perceptions of the classroom environment. Statistically significant associations between some of these grouping variables and some of the CSCEQ scales were evident, with student gender and grade the main explanatory variables. Variance in order and organization was not explained by any of the four hypothesized grouping variables. (Contains 5 tables.) (As Provided).
Anmerkungen	Boston College. Roche Center for Catholic Education, 25 Lawrence Avenue, Chestnut Hill, MA 02467. Tel: 617-552-0701; Fax: 617-552-0579; e-mail: journal@bc.edu; Web site: http://www.bc.edu/catholicedjournal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10