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Classmate characteristics, class composition and children's perceived classroom climate.

Louise Persson1,2, Mikael Svensson3

  • 1Centre for Research on Child and Adolescent Mental Health, Karlstad University, SE-651 88 Karlstad, Sweden.

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A higher proportion of girls in a classroom correlates with a less messy environment. However, more immigrant children may be perceived as increasing disorder by non-immigrant students.

Keywords:
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Area of Science:

  • Educational Psychology
  • Sociology of Education
  • Child Development

Background:

  • A positive classroom climate is crucial for academic success, health, and student satisfaction.
  • Limited research exists on how classmate demographics influence perceptions of classroom disorder.
  • Understanding these dynamics is key to fostering supportive learning environments.

Purpose of the Study:

  • To investigate the relationship between classmate characteristics and class composition on perceived classroom climate.
  • To explore how these relationships differ across various child groups.
  • To identify factors contributing to a messy or orderly classroom environment.

Main Methods:

  • Cross-sectional survey data from 1,247 children across 71 classes in a Swedish city.
  • Multilevel statistical modeling was employed for data analysis.
  • Examined perceptions of classroom climate in relation to class demographics.

Main Results:

  • Classrooms with a higher percentage of girls reported less perceived disorder.
  • A greater proportion of immigrant children was linked to increased perceived disorder among non-immigrant students.
  • Perceptions of disorder did not differ among immigrant children based on class composition.

Conclusions:

  • Classmate characteristics and class composition are significant factors influencing classroom climate.
  • Further research is needed to fully understand these demographic influences.
  • These findings can inform strategies for improving classroom environments and overall child well-being.