Document Type : Research Article
Authors
1 Faculty member of the Department of Educational Psychology, Shiraz University
2 Associate Professor, Department of Educational Psychology, Shiraz University
10.22055/psy.2002.16479
Abstract
In order to investigate school culture and classroom psychosocial climate as one of its components, Classroom Psychosocial Climate Questionnaire (Fraser et al, 1995) was administered to 415 (217 male and 198 female) junior high school students. The scale consisted of four subscales, including friction, cohesion, task-orientation, and competition. The results showed that the total scores of female participants’ on the scale were significantly higher than males. There was no significant interaction between students’ gender and grade level in terms of their total scores. Classes with first graders were more coherent than third graders, and there was no significant difference between other grade levels. While, in competition and friction subscales, boys scored higher than girls, in cohesion and task- orientation subscales the difference was reversed. In the final section of the article, findings are disscussed in the light of related literature and suggestions for further research are set forth.
Keywords
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http:/Iwww.don.ratcliffnet/qual/napce98.html.
Sergiovanni, T.J. (1995). The Principalship: A reflective practice perspective. Needham Heights, MA: Allyn and Bacon.
Stoip, S. & Smith, S.C. (1990). School culture and school climate: the role of leader. OSSC Bulletin, Oregon School Study Council, January.
Sullivan, K. & Sullivan, A. (1980). Adolescent-parent separation. Developmental Psychology, 16, 93-99.
Turner, J. & Crong, C. (1996). Exploring School Culture. Available by internet: http://www. uclagaiy.ca ‘—I 1/resources/read7.ht,nl.
Tagiuri, R. (1968). The concept of organizational climate. In R. Tagiuri and G.H. Lituin, Organizational climate: Exploration of a concept. Boston:
Harvard University press.
Tobink, K. J., & Fraser, B.J. (1990). Windows into science classroom’s problems associated with higher-level cognitive learning. London: Falmer Press.
Walberg, H.J. (1981). A psychological theory of educational productivity. In F. Farley and N. Gordon (Eds). Psychology and education: The state of the union, (pp. 81-108), Berkeley, CA: Mc Cutchan.
Walberg, H.J. (1984). Improving the productivity of. America’s schools. Educational Leadership, 41, 19-27.
Waterman, A.S. (1982). Identity development from adolescence to adulthood:
an extension of theory and a review of research. Developmental Psychology, 18, 341-385.
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