Dimensions of classroom environment as related to students' self-control and academic self-concept.
Item
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Title
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Dimensions of classroom environment as related to students' self-control and academic self-concept.
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Identifier
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AAI9830768
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identifier
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9830768
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Creator
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Sullivan, Jacqueline.
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Contributor
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Adviser: Marian Fish
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Date
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1998
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Elementary | Education, Curriculum and Instruction
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Abstract
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This study examined the relationship between dimensions of the classroom environment and children's academic self-concept and classroom self-control. A sample of 443 children in 20 fourth, fifth, and sixth grade classes in a suburban school district participated in the study. Classroom environment was assessed using the short form of the Classroom Environment Scale and an observational instrument, the Classroom Systems Observation Scale. Academic self-concept was measured using the Intellectual and School subscale of the Piers-Harris Self-Concept Scale. Self-control was assessed by classroom teachers using the Teachers' Self-Control-Rating Scale. Data were analyzed using a Hierarchical Linear Model. The results indicated that CES dimensions of classroom environment were not associated with academic self-concept. Children's ratings of involvement, teacher support and affiliation were significantly related to self-control outcomes. Implications of the findings are discussed in terms of the literature review and practical application of the findings in terms of classroom management.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
