"Classroom Climate" Standardization Methodology in the Republic of Belarus
<p>The concept of "Classroom climate" has a broad semantics. It covers the quality of interaction not only between students and teachers, but also with classmates at the managerial, social, emotional and academic levels. It is shown that students' subjective perceptio...
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Moscow State University of Psychology and Education
2024-10-01
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| Series: | Психолого-педагогические исследования |
| Online Access: | https://psyjournals.ru/en/journals/psyedu/archive/2024_n3/Shumakova_et_al |
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| author | N.B. Shumakova Y.P. Kosheleva N.V. Kozyreva |
| author_facet | N.B. Shumakova Y.P. Kosheleva N.V. Kozyreva |
| author_sort | N.B. Shumakova |
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<p>The concept of "Classroom climate" has a broad semantics. It covers the quality of interaction not only between students and teachers, but also with classmates at the managerial, social, emotional and academic levels. It is shown that students' subjective perception of the classroom climate carries their behavior, psychological well-being and success in teaching students, as well as their personal characteristics, the development of abilities and giftedness. The use of an evidence-based approach in education improves the quality of psychological tools used in different regions of the Russian Federation and other countries. The article reflects the standardization of the questionnaire "Climate in the classroom" in the Republic of Belarus. The study sample consisted of 425 school students from different regions of the Republic of Belarus (Minsk, Rogachev and Zhlobin) aged 10-18 years (54,35% female). The average age was 15±1 years (median=15 years). Using confirmatory factor analysis, the six-factor structure of the questionnaire was statistically validated, and its structure demonstrated satisfactory alignment with the empirical data. The Cronbach's alpha coefficient confirms the internal consistency of the scales, with their mutual correlations being at a moderate level. The magnitude and direction of the relationships are consistent with the expected outcomes. The convergent and differential validity of the questionnaire scales has been tested on the scales of the Multidimensional Life Satisfaction Scale (SHUJI) and academic performance. The questionnaire is recommended to school psychologists and teachers for psychological and pedagogical support of students from different age groups to create a favorable school environment.</p> |
| format | Article |
| id | doaj-art-02b0db5102ea4064b401073141aa3e6b |
| institution | OA Journals |
| issn | 2587-6139 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Психолого-педагогические исследования |
| spelling | doaj-art-02b0db5102ea4064b401073141aa3e6b2025-08-20T02:38:36ZengMoscow State University of Psychology and EducationПсихолого-педагогические исследования2587-61392024-10-011638510510.17759/psyedu.2024160306"Classroom Climate" Standardization Methodology in the Republic of BelarusN.B. Shumakova0https://orcid.org/0000-0002-2843-6055Y.P. Kosheleva1https://orcid.org/0000-0001-5653-2143N.V. Kozyreva2https://orcid.org/0000-0001-6635-0925Federal Scientific Center of Psychological and Multidisciplinary ResearchFederal Scientific Centre of Psychological and interdisciplinary Researches (Psychological Institute)Belarusian State Pedagogical University Named After Maxim Tank <p>The concept of "Classroom climate" has a broad semantics. It covers the quality of interaction not only between students and teachers, but also with classmates at the managerial, social, emotional and academic levels. It is shown that students' subjective perception of the classroom climate carries their behavior, psychological well-being and success in teaching students, as well as their personal characteristics, the development of abilities and giftedness. The use of an evidence-based approach in education improves the quality of psychological tools used in different regions of the Russian Federation and other countries. The article reflects the standardization of the questionnaire "Climate in the classroom" in the Republic of Belarus. The study sample consisted of 425 school students from different regions of the Republic of Belarus (Minsk, Rogachev and Zhlobin) aged 10-18 years (54,35% female). The average age was 15±1 years (median=15 years). Using confirmatory factor analysis, the six-factor structure of the questionnaire was statistically validated, and its structure demonstrated satisfactory alignment with the empirical data. The Cronbach's alpha coefficient confirms the internal consistency of the scales, with their mutual correlations being at a moderate level. The magnitude and direction of the relationships are consistent with the expected outcomes. The convergent and differential validity of the questionnaire scales has been tested on the scales of the Multidimensional Life Satisfaction Scale (SHUJI) and academic performance. The questionnaire is recommended to school psychologists and teachers for psychological and pedagogical support of students from different age groups to create a favorable school environment.</p>https://psyjournals.ru/en/journals/psyedu/archive/2024_n3/Shumakova_et_al |
| spellingShingle | N.B. Shumakova Y.P. Kosheleva N.V. Kozyreva "Classroom Climate" Standardization Methodology in the Republic of Belarus Психолого-педагогические исследования |
| title | "Classroom Climate" Standardization Methodology in the Republic of Belarus |
| title_full | "Classroom Climate" Standardization Methodology in the Republic of Belarus |
| title_fullStr | "Classroom Climate" Standardization Methodology in the Republic of Belarus |
| title_full_unstemmed | "Classroom Climate" Standardization Methodology in the Republic of Belarus |
| title_short | "Classroom Climate" Standardization Methodology in the Republic of Belarus |
| title_sort | classroom climate standardization methodology in the republic of belarus |
| url | https://psyjournals.ru/en/journals/psyedu/archive/2024_n3/Shumakova_et_al |
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