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

اکبری‌، محمدتقی‌ (1358). بررسی‌ خودسنجی‌ شاگردان‌ و معلمان‌، واثر آن‌ در پیشرفت‌ تحصیلی‌ شاگردان‌. پایان‌ نامه‌ کارشناسی‌ ارشد. تهران‌. دانشگاه‌ تهران‌.
حجت‌ انصاری‌، احمد (1374). بررسی‌ تأثیر جو روانی‌- اجتماعی‌ کلاس‌ در پیشرفت‌ تحصیلی‌. پایان‌ نامه‌ کارشناسی‌ ارشد. تهران‌. دانشگاه‌ تهران‌.
حسین‌ چاری‌، مسعود (1380). سنجش‌ پایائی‌ و روائی‌ مقیاس‌ جو روانی‌-اجتماعی‌ کلاس‌ برای‌ استفاده‌ در مدارس‌ راهنمایی‌ ایران‌. مقاله منتشر نشده‌. شیراز: دانشکده علوم‌ تربیتی‌ و روانشناسی‌ دانشگاه‌ شیراز.
حسین‌ چاری‌، مسعود و خیر، محمد (1382). بررسی‌ کارآمدی‌ یک‌ مقیاس‌ برای‌ سنجش‌ احساس‌ تنهایی‌ در دانش‌آموزان‌ دوره راهنمایی‌. مجله علوم‌ اجتماعی‌ و انسانی‌ دانشگاه‌ شیراز، ویژه‌ نامه علوم‌ تربیتی‌، زیر چاپ‌
صالحی‌ حسینی‌، مرتضی‌ (1367). جو آموزشی‌ و پیشرفت‌ تحصیلی‌. مجله‌ علمی‌ و پژوهشی‌ علوم‌ انسانی‌، دانشگاه‌ الزهرا، شماره‌ 9 و 10، صص‌ 129-116.
صبوحی‌، فرحناز (1369). بررسی‌ عوامل‌ مؤثر در بی‌ نظمی‌ دانش‌آموزان‌ متوسطه‌ دخترانه‌ شهر تهران‌. پایان‌ نامه‌ کارشناسی‌ ارشد. تهران‌. دانشگاه‌ تهران‌.
فردوسی‌، طیبه‌ (1372). بررسی‌ عوامل‌ مؤثر در بی‌ توجهی‌ دانش‌آموزان‌ به‌ مطالب‌ درسی‌. فصلنامه‌ تعلیم‌ و تربیت‌، شماره‌ 34، صص‌ 41-21.
کردستانی‌، داوود (1372). بررسی‌ تأثیر واکنشهای‌ مختلف‌ معلم‌ نسبت‌ به‌ تکالیف‌ انجام‌ شده‌ بر پیشرفت‌ تحصیلی‌ دانش‌آموزان‌ سال‌ اول‌ راهنمایی‌ شهر تهران‌ در درس‌ ریاضی‌. پایان‌ نامه‌ کارشناسی‌ ارشد. تهران‌. دانشگاه‌ تهران‌.
مدد، احمدرضا (1380). بررسی‌ رابطه جو روانی‌- اجتماعی‌ کلاس‌ و پیشرفت‌ تحصیلی‌ در درس‌ ریاضی‌. پایان‌ نامه‌ کارشناسی‌ ارشد. شیراز: دانشگاه‌ آزاد اسلامی‌ واحد شیراز.
یوسفی‌، فریده‌ (1377). هنجاریابی‌ مقیاس‌ راتر به‌ منظور بررسی‌ مشکلات‌ رفتاری‌ و عاطفی‌ دانش‌آموزان‌ دختر و پسر ابتدائی‌ شیراز. مجله علوم‌ اجتماعی‌ و انسانی‌ دانشگاه‌ شیراز، دوره سیزدهم‌، شماره اول‌ و دوم‌، پیاپی‌ 25 و 26، صص‌ 191-171.
 
Bartholomy, A.C. (1996). Students and teachers as partners in the chassroom community: A study of chassroom social environment. VCCA Journal, Vol. 10, No. 1, pp. 32-38.
Bloom, B.S. (1964). Stability and change in human characteristics. New York:
John Wiley and Sons, Inc.
Chisilip, D.D. & Larson, C.E. (1994). Collaborative Leadersihip. San Francisco, CA: Jossey-Bass Publishers.
Chusman, P. (1990). Why the self is empty? American Psychol4’gLct, 45, 599-611.
Deal, T.E. & Kennedy, A.A. (1983). Culture and school performance. Educational Leadership, 40, 5, 14-18.
Deal, T.E. & Peterson, K.D. (1990). The principal’s role in shaping school culture. Washington DC: Office of Educational Research and Improvement.
Deal, T.E. (1993). The culture of schools. In M. Sashkin and H.J. Walberg (Eds.), Educational Leadership and School Culture. Berkely, California:
McCuthan Publishing.
Fraser, B.J. & Fisher, D. (1982). Predicting students outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal, 19, 49, 8 518.
Fraser, B.J., Malone, J.A. & Neale, J.M. (1989). Assessing and improving the psychosocial environment of mathematics classrooms. Journal of Research in Mathematics Education, 20, 19 1-201.
Fraser, B.J. & O’Brien, P. (1985). Student and teacher perception of environment of elementary-school classrooms. Elementary School Journal,
85, 576-580.
Fraser, B.J. & Walberg, H.J. (Eds), (1991). Educational environments:
evaluation, antecedents and consequences. Oxford, England: Pergamon press.
Fraser, B.J. (1986). Classroom environment. London: Croom Helm.
Fraser, B.J. (1994). Reseaieh on classroom and schoni iliinate, In D. Gabel (Ed), Handbook of research on science teaching and learning, (pp.
493-542) New York: Macmillan.
Fraser, B.J. (1998). Science learning environments: Assessment, effects and determinants. Dordrecht, The Netherlands: Kiawer.
Fraser, B.J., Giddings, G.J., and McRobbie, C.R. (1995). Evolution and validation of personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399-422.
Fullan, M.G. (1991). The new meaning of educational change, 2nd Edition. New York: Teachers College Press.
Furtwengler, Wi. (1986). School Culture Inventory. Available by internet: Goh, S.C., Young, D.J., & Fraser, B.J. (1995). Psychosocial climate and student outcomes in elementary mathematics classrooms: A multilevel analysis. Journal of Experimental Education, 64(1), 29-40.
Getzels, J. W. & Thelen, H.A. (1960). The chassroom as a unique social system. In N.B, Henry (Ed), The dynamics of instructional groups:
Sociopsychological aspects of teaching and learning (Fiftieth Yearbook of the National Society for the Study of Education, (Part 2). Chicago:
University of Chicago Press.
Greetz, C. (1973). The Interpretation of Cultures. New York: Basic.
Haertel, G. D., Walberg, H.J. & Haertel, E. H. (1981). Socio-psychological environments and learning: A quantitative synthesis. British Educational Research, 7, 27-36.
Heckman, P.E. (1993). School reconstructing in practice: Reckoning with the culture of school. International Journal of Educational Reform, 2, 3, pp.
263-27 1.
Henderson, D., Fisher, D.L. & Fraser, B.J. (1995, April). Gender differences in biology student’s perceptions of actual and preferred learning environments. Paper presented at the Annual Meeting of the Netional Association for Research in Science Teaching, San Francisco, C.A. Technology.
Jter, D.k. (1999). Shaping Schooi Cuhute. Available by internet hltp://www.suitel 01 .com/article.cfm/diversfled_learning/3J 696.
Keefe, J.W. (1993). Leadership for school reconstructing: Redesigning your scooi. Righ School Magazine, 1, 2, pp. 4-9.
Keeves, J.P. (1972). Educational environment and student achievement.
Melbourne: Australian Council for Educational Research.
Kennedy, M., Felner, R.D. Cauce, A. & Primavera, J. (1988). Social problem solving and adjustment in adolescence: the influence of moral reasoning level, scoring alternatives and family climate. Journal of Clinical Psychology, 17, 73-83.
Killian, C. (1999). The two sides of the school culture coin. TECHNOS Quarter!y for Education and Technology, Vol. & No. 3, Fall.
Kooney, M.H. (1995). Readiness for School or for School Culture? Childhood Education, Vol. 71, No. 3, pp. 164-166.
Kroger, J. (1996). Adolescence and the problem of identity: historical, socio-cultural, and developmental views. In J. Kroger, Identity in adolescence: the balance between self and other, 2 Ed. London:
Routledge, pp. 1-12.
Lane, B.A. (1992). Cultural leaders in effective schools: The builders and borders of excellence. NASSP Bulletin, 76(541), pp. 85-96.
Lawrenz, F. (1987). Sex effects for student perception of the classroom psychosocial environment. Journal of Research in Science Teaching, 24,
689-697.
LeBlanc, P.R. (1997). School culture: Perspectives.from Taiwanese and South Floridian Educators. Florida Journal qf Educational Research, vol. 37(1),
1-16.
Mahar, D. (2001). Positioning in a middle school culture: gender, race, social class, and power. Journal of Adolescent & Adult Literacy, Vol. 45(13) pp.
200-210.
Moor, R.D. (1998). School Leadership that Promotes a Dynamic School Culture. Available by internet: http:/www.NationaLFORUMJournaL
Pang, N.S.K. (1994). School val model. Paper presented at the 1994 Conference of the Australian Association for Research in Education. The University of Newcastle, Australia 27th Ncvember 1st December.
Peterson, K.d. (1999). Time use flows school culture: Roots of values and
traditions. Journal of Staff Development, Vol. 20, No. 2.
Ratcliff, D. (1998). Peer Culture and School Culture Theory: Implications for Educational Ministry with Children. Available by internet:
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.