Classroom Climate and Students' Goal Structures in High-School Biology Classrooms in Kenya

Autor/in	Mucherah, Winnie
Titel	Classroom Climate and Students' Goal Structures in High-School Biology Classrooms in Kenya
Quelle	In: Learning Environments Research, 11 (2008) 1, S.63-81 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-007-9036-x
Schlagwörter	Boarding Schools; Goal Orientation; Competition; Biology; Foreign Countries; Grade 11; Grade 10; Classroom Environment; High Schools; Teacher Student Relationship; Student Attitudes; Perception; Teacher Attitudes; Kenya + Suchen Sie Ihr Suchwort? Boarding school; Internat; Zielorientierung; Zielvorstellung; Wettkampf; Biologie; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Klassenklima; Unterrichtsklima; High school; Oberschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Wahrnehmung; Lehrerverhalten; Kenia
Abstract	This study examined classroom climate and student goal structures in high-school biology classrooms in Kenya. Participants included 891 students and their teachers in Grades 10 and 11 from two same-sex boarding schools--one for boys and the other for girls. School differences were found on all classroom climate aspects except teacher support and competition. Relative to tenth graders, eleventh graders perceived their classrooms to be higher in teacher support, task focus, competition, rule strictness, and innovation. There were school and grade differences in students' goal structures, with School 1 students, relative to School 2 students, perceiving more personal performance-approach goals and their teachers as encouraging performance-approach goals. Eleventh graders reported more performance-approach goals at both the personal and teacher levels. Teachers perceived their classroom climates more positively than their students. Observation data provides interpretative information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10