Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire

Abstract

In an attempt to engage more students in Science, Technology, Engineering and Mathematics (STEM) subjects, schools are encouraged by STEM educators and professionals to introduce students to STEM through projects which integrate skills from each of the STEM disciplines.Because little is known about the learning environment of STEM classrooms, we developed and validated a Classroom Emotional Climate (CEC) questionnaire. Initially, the questionnaire was pilot tested with six focus groups of students from three schools to obtain feedback to incorporate into a revision of the CEC. Next, the modified CEC questionnaire was administered to 698 students participating in STEM activities in 57 classes in 20 schools.Exploratory factor analysis (principal component analysis) led to reduction of the CEC to 41 items in seven dimensions: Consolidation, Collaboration, Control, Motivation, Care, Challenge and Clarity. The structure of the CEC was then further explored using confirmatory factor analysis. Internal consistency reliability, concurrent validity (ability to differentiate between classrooms), discriminant validity (scale intercorrelations) and predictive validity (associated with student attitudes) were satisfactory. Finally, Rasch analysis of data for each dimension revealed good model fit and unidimensionality of the items describing each latent variable.

Gender-sensitive sentiment analysis for estimating the emotional climate in online teacher education

“…The emotional climate of a group, defined as the quality of the social and emotional interactions between trainees, their peers, and trainers (Reyes et al, 2012 ), is a key element for creating safe and creative learning environments (Alonso-Tapia & Nieto, 2019 ), because it can influence trainees’ motivation to engage in learning within a particular classroom environment (Fraser et al, 2021 ). Consequently, how trainers manage the group’s emotional states can affect not only trainees’ emotional outcomes, but also their learning and success in the course (Alonso-Tapia & Nieto, 2019 ).…”

“…From the perspective of formative assessment, it is crucial to have an accessible measurement of the emotional climate of a group so that trainers can adapt and refine their instructional methods as the course goes on. Although several instruments for characterizing a group’s emotional climate can be found in the literature, these instruments are based on observational tools and questionnaires (Fraser et al, 2021 ). To improve the quality of formative assessment, it might become necessary to explore other methods for characterizing the emotional climate of a group which, in online learning environments, could involve studying trainees’ exchanges of textual data.…”

“…The educational environment is a consistent determinant of students’ cognitive and affective outcomes (Fraser et al, 2021 ). In particular, the emotional environment, or the quality of social and emotional interactions in the classroom—between and among students and teachers—influences students’ achievement (Reyes et al, 2012 ).…”

“…Traditional instruments for measuring a group’s emotional climate are based on thoroughly-designed questionnaires aimed at retrieving a subjective report from each participant about his/her psychological state. These include the questionnaires developed by Fraser et al ( 2021 ) for STEM classrooms or by Alonso-Tapia and Nieto ( 2019 ) for high-school students. Other traditional instruments use observational tools to capture the behavioral activity to infer the emotional climate, such as the Classroom Assessment Scoring System of Pianta and colleagues ( 2008 ).…”

Development of Questionnaire on Students' Perceptions of STEM and Problem-solving (SPSP): a Rasch Modelling Approach

“…The central reputation of Science, Technology, Engineering and Mathematics (STEM) is broadly acknowledged internationally [1], there are serious problems in standings of skills shortages in STEM professions and reduced acceptances in secondary and tertiary STEM subjects, gender inequity in participation in STEM careers and admissions [2] and and difficulty achieving levels in science and mathematics in schools in many countries with PISA [3]. To relieve these hitches, at present there is converted international momentum in STEM school education, expressly classes which integrate STEM spheres in an attempt to amplification student attentiveness, mindfulness of the scope and prominence of STEM for solving problems within society, accomplishment within separable STEM subjects and enthusiasm to chase livelihoods within STEM [4], [5].…”