Authors
1 Faculty member of the Faculty of Educational Sciences and Psychology, Tabriz University
2 Master student, University of Tabriz
Abstract
The aim of this research was to investagate the relationship of students’ prceptcon of the psychological environment of’ classroom with their school achievement, anxiety and internal motivation. To this effect five hypotheses were proposed and from the population of 11th graders (secondary level) 12 boy’s and 12 girls’ classes were selected (N612). The sample represented students from the three branches of study- literature and humanities, mathematics-physics, and natural sciences. Research data were collocted via the Psycho-Social Classroom Environment Questionnaire, School Anexiety Scale, Internal Motivation Questionnaire, and Students’ Academic Records.
The findings of this research indicated that there is negative correlation between students’ perception of psycho-social environment and their degree of anexiety. Findings also showed that there is a difference between classroom perception of students in different branches of study as well as between the perecption of boys. and girls. Thus, by organzing the classroom environment deriably, students’ perception and, consequently, their academic achivement, internal motivation and anxiety could be improved.
Brophy,J.E.& Good, T.L. (1974). Teacher- Student Relationships. New York. Holt, Rinehart and Winston, Inc.
Galloway, D& Edwards, A. (1992). Secondary School Teaching and Educational Psychology. London: Longman.
Gurry, F., Biddle,S., Famous, Goudas, M., Sarazin, P. & Durand, M(1996).
305-31.
Hoge, R.D., Smith, F.K.& Hanson, S.L. (1990). “School Experience Prediction Ghanges in Self-Esteem of Sixth and Seventh Grade Students.” Journal of Educational Psycholgy, VOL. 82, NO.4., 117-127.
Hughes, J. (1988). Gognitive Behaviour Therapy With Children in School. New Youk: Academic Press, Inc.
Johnson, D.W.& Johnson, R.T. (1987). “Learning together and alone Cooperat Competitive & Individualistic Learning.” New Jersey: Prentice Hall, International Inc.
Kellerman, H.& Buriy, A. (1991). Hand-book of Psychodiagnostk Testing.
Massachusett: Allyn and Bacon Inc.
Loghlin. C.E.& Suina, J. H(1982). The Learning Environment: An Instruction Strategy. New York: Teachers College, Columbia University.
Midgley, C., Roser, W. (1996). “Perception of School Psychological Environment and Early Adolescents”, Journal of Educational P.sychology,
VOL. 88, NO. 3, PP. 408-422.
Newman, C.I., Licata,J. (1986). ‘Teachers Leadership and Classroom Climates as Predictors of Students Achrievement,” High School Journal, VOL. 75, NO.4 PP. 1107-1120.
Nicholls, J.C.(1989). The Competitive Ethos and Democratic Education,
Combridge: Harwarci University Press.
Philips, J.S. (1978). School Anxiety and Stress. New York: Academic press, Inc.
Richardson, A.L. (1990). Classroom Learning Environment, Some differences among school types Perceptual and motor skills, Vol. 71, P. 518
Roberts, G.C. (1992). Editor. Motivation in sport and Exercise. Illinois: Human Kinetics Publisners. Inc.
Rogers, C. (1982). A Social Psychology of SchooL London: Routhiedge & Kegan Paul Ltd.
Roser, R.W., Midgley, C. & Urdan, T.C. (1996). “Perceptions of the School
Behavioural Functioning in School: The Mediating Role Goods and Belor”
Journal of Educational Psychology, Vol. 88, No. 3,408-422.
Rishardson, AC. (1990). Classroom Learning Environment, Some differences among school types, perceptual and motor skills,, Vol. 71, P. 518
Spaulding, C.L. (1992). Motivation in the Classroom. New York: McGraw-Hill, Inc.