Classroom emotional climate, student engagement, and academic achievement.

Abstract

The emotional connections students foster in their classrooms are likely to impact their success in school. Using a multimethod, multilevel approach, this study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. Data were collected from 63 fifth-and sixth-grade classrooms (N ϭ 1,399 students) and included classroom observations, student reports, and report card grades. As predicted, multilevel mediation analyses showed that the positive relationship between classroom emotional climate and grades was mediated by engagement, while controlling for teacher characteristics and observations of both the organizational and instructional climates of the classrooms. Effects were robust across grade level and student gender. The discussion highlights the role of classroom-based, emotion-related interactions to promote academic achievement.

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

“…This finding concurs with other evidence that classroom quality plays a role in students' academic development across populations (Downer et al, 2007;Hamre et al, 2014;Reyes et al, 2012), including Latino students in elementary schools (Downer et al, 2012). Yet, prior studies did not consider individual social processes shown to link with classroom quality, such as teacher-student and peer relationships (Buyse et al, 2009;Gest & Rodkin, 2011).…”

“…Given that classrooms are the primary context in which behavioral engagement occurs (Fredricks et al, 2004;Lawson & Lawson, 2013), it is critical to examine the classroom social processes-relationships and interactions among teachers and students-that enhance behavioral engagement Reyes, Brackett, Rivers, White & Salovey, 2012). Two types of supportive relationships have been demonstrated as important social processes to study in relation to behavioral engagement: teacher-student relationships and peer social connections.…”

“…According to the "Teaching through Interactions" framework (Hamre et al, 2013), high classroom quality is defined by an emotionally supportive, well-managed and productive, and academically engaging and enriching environment. High classroom quality positively and consistently predicts behavioral engagement in early and middle childhood (e.g., Ponitz, Rimm-Kaufman, Grimm & Curby, 2009;Reyes et al, 2012). Ponitz et al (2009) reported that kindergarten students displayed greater behavioral engagement when teachers provided higher quality classroom interactions.…”

“…Ponitz et al (2009) reported that kindergarten students displayed greater behavioral engagement when teachers provided higher quality classroom interactions. In studies with third, fifth, and sixth grade students, Downer, Rimm-Kaufman and Pianta (2007) and Reyes et al (2012) reported that overall classroom quality predicted behavioral engagement. Similar findings have been reported with samples of Latino students and students in bilingual classrooms (e.g., Downer et al, 2012).…”

Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

“…Arpiainen, Lackéus, Täks, and Tynjälä 2013;Pekrun, Frenzel, Goetz, and Perry 2007). The emotional level is especially highlighted in social competence development because the ability to recognize and deal with emotions is an important aspect of the competence (Reyes, Brackett, Rivers, White, and Salovey 2012;Rubin, Bukowski, and Parker 2006). Therefore, in the present study, we added a further component into the Integrative Pedagogy model, the emotional level.…”