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Sinclair, Becky; Fraser, Barry J.

doi:10.1023/a:1021976307020

Cited by 56 publications

(9 citation statements)

References 36 publications

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“…Consistent with their pragmatic and analytic approach to assessing context-specific environmental dimensions, classroom climate researchers have created a variety of psychometrically strong instruments that cater to different types of learning environments (e.g., classes with constructivist or collaborative instruction, science laboratory classes; see Fraser, 1998Fraser, , 2000, for reviews). These instruments include the Learning Environment Inventory (Walberg & Anderson, 1968), Classroom Environment Scale (CES; Trickett & Moos, 1973), My Class Inventory (Fisher & Fraser, 1981), Classroom Life Instrument (CLI; Johnson & Johnson, 1983), Individualized Classroom Environment Questionnaire (ICEQ; Fraser, 1982), Constructivist Learning Environment Survey (Taylor, Fraser, & Fisher, 1997), Inventory of Classroom Environments (ICE; Sinclair & Fraser, 2002), Questionnaire on Teacher Interaction (Wubbels & Brekelmans, 2005), and What Is Happening in This Class? (WIHIC; Fraser et al, 2010).…”

Section: Achievement Goal Theorymentioning

confidence: 99%

“…First, they were used to describe naturalistic classrooms quantitatively at various grade levels or in different subjects (see e.g., Taylor et al, 1997; Trickett & Moos, 1974). Second, they were used to compare students' perceptions of their current and ideal classrooms (see e.g., Sinclair & Fraser, 2002). Third, they were used to compare classrooms that differ in some way (e.g., efficient vs. inefficient; Waxman, Anderson, Huang, & Weinstein, 1997), to evaluate effectiveness of different types of interventions (see e.g., Johnson & Johnson, 1983; Nix, Fraser, & Ledbetter, 2005; Welch & Walberg, 1972), and to compare perceived classroom climate by gender (Sinclair & Fraser, 2002) and across nations (e.g., Dorman, 2003).…”

Section: Classroom Climate Researchmentioning

confidence: 99%

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Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate.

Patrick¹,

Kaplan²,

Ryan³

2011

Journal of Educational Psychology

244

188

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In a series of 4 studies we investigated the relations of mastery goal structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by racial and demographic characteristics, grade level, and educational contexts). Studies 1, 2, and 3 (Ns = 537, 537, and 736, respectively) showed that mastery goal structure items occupied a cenU-al space among the climate items and overlapped partially with the areas formed by the respect and academic and emotional support items. In Study 4 (N = 789) we investigated the structural relations of mastery goal structure and the 4 social climate scales with another adolescent sample. Using confirmatory factor analysis we compared these 2 models: (a) all 5 measures at the same level and (b) mastery goal structure as a 2nd-order factor, with the 4 social climate measures as its indicators. The fit for both models was good, although the lst-order model fit was better. Nevertheless, in the 2nd-order model mastery goal structure accounted for between 92% and 67% of the variance in the climate measures.

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Section: Achievement Goal Theorymentioning

confidence: 99%

Section: Classroom Climate Researchmentioning

confidence: 99%

Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate.

Patrick¹,

Kaplan²,

Ryan³

2011

Journal of Educational Psychology

244

188

View full text Add to dashboard Cite

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“…Thus, student perception data in the class environment are uniquely suited to inform intervention efforts by teachers. Accordingly, a small number of empirical studies exist in which student ratings of the class environment were used to provide teachers with formative feedback within a professional development framework (Nelson, Ys-seldyke, & Christ, 2015;Sinclair & Fraser, 2002). In that work, student ratings were often collected at two points in time, with the first data collection serving as a guide for teachers who sought to improve the class environment for students.…”

Section: Student Perceptions Of the Class Environmentmentioning

confidence: 99%

Observer and student ratings of the class environment: A preliminary investigation of convergence.

Nelson

Reddy

Dudek

et al. 2017

School Psychology Quarterly

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The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System-Observer Form (Reddy, Fabiano, & Dudek, 2013). This study included 38 teachers and 582 students from 5 high-poverty schools. Observational data were reported as discrepancy scores, which reflect the difference between the recommended frequency and observed frequency of specific instructional and behavioral management strategies for classroom teachers. Pearson correlations were used to evaluate the relationship between the 6 subscales included on the REACT and the 9 subscales included on the CSAS-O. Results provide preliminary evidence for the relationship between observer and student ratings of the class environment. More specifically, as discrepancy scores decreased, student ratings of the class environment tended to be more positive. The relationship between the REACT and the CSAS-O differed across subscales; however, in general, subscales that were conceptually similar tended to demonstrate stronger relationships than subscales that were conceptually distinct. Thus, the observed results also provide preliminary evidence that students are capable of discriminating between the quality of different components of the class environment. The potential use of both observer and student ratings of the class environment to provide teachers with a more robust and comprehensive reference for professional development purposes is discussed within the context of a tiered model of support. (PsycINFO Database Record

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“…As for gender differences, Sinclair and Fraser (2002) found that that boys and girls have different perceptions of classroom learning climate and concluded that when this happens, environmental change attempts need to involve different interventions for students of different genders. So it was considered interesting to test whether similar implications could be derived from our study on CMC.…”

Section: Introductionmentioning

confidence: 99%

Cross-Cultural Validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish Students // Validez transcultural del «Cuestionario de Clima Motivacional de Clase»:comparación entre estudiantes franceses y españoles

Villasana

Tapia

2015

REV PSICODIDACT

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The objective of this study was to obtain evidence about the cross-cultural validity of the "Classroom Motivational Climate Questionnaire" (CMCQ), developed recently for Secondary and High-School students. With this purpose, French and Spanish Secondary and High School students' results were compared. A total of 749 French students formed the group to be compared with the original Spanish sample. To validate the CMCQ, confirmatory factor analyses, reliability and correlation and regression analyses were made. The results showed that CMCQ is a reliable and valid instrument to measure motivational climate in France as in Spain. It allows detecting which learning patterns can to be changed for improvement, and predicts to a large extent the satisfaction level with the teacher. Likewise it showed some existing differences between Spanish and French students in the motivational role attributed to some teacher's strategies, differences whose theoretical and practical implications are discussed.Keywords: Classroom motivational climate, assessment of motivation, success expectancies, learning motivation, student's satisfaction. ResumenEl objetivo de este estudio es analizar la validez transcultural del "Cuestionario de Clima Motivacional de Clase" (CMCQ), desarrollado recientemente para alumnos de Secundaria y Bachillerato. Con este fin se han comparado los resultados de alumnos franceses y españoles de educación secundaria y bachillerato. Un total de 749 alumnos franceses se comparó con la muestra original española. Para validar el CMCQ se llevaron a cabo análisis factoriales confirmatorios y análisis de fiabilidad, correlación y regresión. Los resultados han demostrado que el CMCQ es un instrumento fiable y válido para medir el clima motivacional lo mismo en Francia que en España. Permite detectar qué patrones de enseñanza podemos cambiar si queremos mejorar, y predice en alto grado el nivel de satisfacción con el profesor. Asimismo, se han manifestado algunas diferencias existentes en el valor motivador que los alumnos atribuyen a algunas estrategias del profesor, diferencias cuyas implicaciones teóricas y prácticas se analizan.Palabras clave: Clima motivacional de clase, evaluación motivacional, expectativas de éxito, motivación por aprender, satisfacción del alumno.Acknowledgements: This work was carried out with funding from the Ministry of Economy and Competitiveness (Project EDU2012-37382).

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Untitled

Cited by 56 publications

References 36 publications

Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate.

Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate.

Observer and student ratings of the class environment: A preliminary investigation of convergence.

Cross-Cultural Validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish Students // Validez transcultural del «Cuestionario de Clima Motivacional de Clase»:comparación entre estudiantes franceses y españoles

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