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1

Perception of the Classroom Climate from the Perspective of Teachers and Pupils

100%

Müller de Morais M., Pindešová M.

The New Educational Review

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2016

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vol. 45

102-111

EN

The article deals with the issue of the classroom climate, sets forth its determinants and various approaches to its study. Then it presents selected results of research aimed at finding out differences in classroom climate perception from the perspective of teachers and their pupils at primary school. It also proposes various recommendations for educational practice.

2

Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions

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Petrík Š., Vašašová Z.

The New Educational Review

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2022

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vol. 68

107-118

EN

The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.

3

The impact of contemplative practices on foreign language anxiety and learning

88%

Scida E. E., Jones J. E.

Studies in Second Language Learning and Teaching

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2017

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vol. 7

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issue 4

573-599

EN

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context-affect and learning in foreign language courses.

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2 The New Educational Review

1 Studies in Second Language Learning and Teaching

1 Jones J. E.

1 Müller de Morais M.

1 Petrík Š.

1 Pindešová M.

1 Scida E. E.

1 Vašašová Z.

1 2022

1 2017

1 2016

Perception of the Classroom Climate from the Perspective of Teachers and Pupils

Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions

The impact of contemplative practices on foreign language anxiety and learning