Classroom coliving climate: nature, measurement, effects and implications for social education. A cross-cultural study
Abstract
This paper has three objectives, after proposing an initial model of classroom coliving climate: to develop two measures to test its validity, to test their usefulness for analyzing differences between classrooms, and to do it in two different countries. The initial model includes seven interaction patterns that, if present, favor the students’ social inclusion. The first questionnaire assesses the classroom coliving climate perceived by the student, and the second, the degree in which the student interacts according to the model. Participants were 2581 Secondary-School students, 2038 from Costa Rica and 543 from Spain. To test model-fit, confirmatory factor analyses, cross validation and multi-group analyses were carried out. Correlation and regression analyses were also carried out to determine discriminant and concurrent validity using as criteria a measure of social integration. ANOVA analyses were used to test for differences between classrooms (η2 between .19 and .28). Results, similar in both countries, showed that both questionnaires had adequate structural validity (CFI between .94 and .97), and discriminant and concurrent validity (r predictors-criterion between .37 and .44; p < .0001). Due to the nature of their content, the questionnaires can be used for planning interventions aimed at improving coliving, and for assessing their effectiveness.
Downloads
References
Alonso-Tapia, J., & Rodríguez-Rey, R. (2012). Situaciones de interacción y metas sociales en la adolescencia: desarrollo y validación inicial del cuestionario de metas sociales (CMS). [Interaction situations and social goals in adolescence: Development and initial validation of the Social Goals Questionnaire (SGQ)]. Estudios de Psicología, 33(2), 191-206.
Authors (2016).
Ames, C. (1992). Achievement goals and the classroom motivational climate. In D.H. Schunk, & J.L. Meece (Eds.), Students perceptions in the classroom (pp.327-348). New York: Lawrence Erlbaum.
Baron, R. A. (1988). Negative effects of destructive criticism: impact on conflict, self-efficacy, and task performance. Journal of Applied Psychology, 73(2), 199.
Clogg, C. C., Petkova, E., & Haritou, A. (1995). Statistical methods for comparing regression coefficients between models. American Journal of Sociology, 100(5), 1261-1293.
Coleman, J. C., & Hendry, L. B. (2003). Psicología de la adolescencia. [Psychology of adolescence]. Madrid: Morata.
Dovidio, J. F., Piliavin, J. A., Schroeder, D. A., & Penner, L. (2006). The social psychology of prosocial behavior. Mahwah, NJ: Lawrence Erlbaum.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Evans, I.M., Harvey, S. T., Buckley, L., & Yan, E. (2009). Differentiating classroom climate concepts: Academic, management, and emotional environments. New Zealand Journal of Social Sciences Online, 4, 131-146.
http://dx.doi.org/10.1080/1177083X.2009.9522449
Faircloth, B. S., & Hamm, J. V. (2005). Sense of belonging among high school students representing 4 ethnic groups. Journal of Youth and Adolescence, 34(4), 293-309.
Floyd, K. (2014). Empathic Listening as an Expression of Interpersonal Affection. International Journal of Listening, 28(1), 1-12.
http://dx.doi.org/10.1080/10904018.2014.861293
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. http://dx.doi.org/10.2307/3151312
Furlong, M.J., McGilloway, S., Bywater, T., Hutchings, J., Smith, S.M. Donnelly, M. (2012). Behavioral and cognitive-behavioral group-based parenting programs for early-onset conduct problems in children aged 3 to 12 years (Review). Evidence-Based Child Health 2, 318–692. http://dx.doi.org/10.1002/ebch.1905
Hair, J. F. (2014). A primer on partial least squares structural equations modeling (PLS-SEM). Thousand Oaks, CA: Sage.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson-Prentice Hall.
Henderlong, J. & Lepper, M.R. (2002). The Effects of Praise on Children’s Intrinsic Motivation: A Review and Synthesis. Psychological Bulletin, 128 (5), 774–795. http://dx.doi.org/10.1037//0033-2909.128.5.774
Jones, S.M. (2011). Supportive listening. International Journal of Listening, 25(1-2), 85-103. http://dx.doi.org/10.1080/10904018.2011.536475
Klein, K.J.K. & Hodges, SD. (2001). Gender differences, motivation, and empathic accuracy: When it pays to understand. Personality and Social Psychology Bulletin, 27, 720–730.
Kristjánsson, K. (2012). Positive psychology and positive education: old wine in new bottles? Educational Psychologist, 47(2), 86-105.
http://dx.doi.org/10.1080/00461520.2011.610678
Levey, H. (2010). Outside Class: A Historical Analysis of American Children’s Competitive Activities. In Sternheimer, K. (Ed.), Childhood in American Society: A Reader. (p. 342–354). Boston: Allyn & Bacon.
Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9(2), 151-173. http://dx.doi.org/10.1207/S15328007SEM0902_1
MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample Size in Factor Analysis. Psychological Methods, 4, 84-99. http://dx.doi.org/10.1037/1082-989X.4.1.84
McDonald, R. P. (1999). Test theory. A unified treatment. Mahwah, NJ: Erlbaum.
Meece, J. L., Anderman, E. M., & Anderman, L.H. (2006). Classroom goal structure, student motivation and academic achievement. Annual Review of Psychology, 57, 487-503. http://dx.doi.org/10.1146/annurev.psych.56.091103.070258
Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 3-20). New York: Guilford Press.
Owen, D.J., Slep, A.M. & Heyman, R.E. (2012). The effect of Praise, Positive Nonverbal Response, Reprimand, and Negative Nonverbal Response on Child Compliance: A Systematic Review. Clinical Child and Family Psychology Review, 15, 364-385. http://dx.doi.org/10.1007/s10567-012-0120-0
Patrick, H., Kaplan, A. & Ryan, A.M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology 103(2), 367–382.
http://dx.doi.org/10.1037/a0023311
Reynolds, A. (2009). Why every student needs critical friends. Educational Leadership, 67(3), 54-57.
Rijsewijk, L., Dijkstra, J. K., Pattiselanno, K., Steglich, C., & Veenstra, R. (2016). Who helps whom? Investigating the development of adolescent prosocial relationships. Developmental psychology, 52(6), 894.
http://dx.doi.org/10.1037/dev0000106
Rodríguez, M. N., & Ruiz, M. A. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial. [Attenuation of asymmetry and kurtosis of observed scores through transformations of variables: Incidence on factorial structure]. Psicológica, 29(2), 205-227
Rosa V., Fida R. & Avallone F. (2011). A Cluster Analysis of High School Students’ Styles of “Living-Together” in the Classroom. Procedia Social and Behavioral Sciences, 29, 380-389. http://dx.doi.org/10.1016/j.sbspro.2011.11.253
Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2010). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35(2), 144-151. http://dx.doi.org/10.1177/0165025410378068
Shotter, J. (2009). Listening in a Way that Recognizes/Realizes the World of ‘the Other’. International Journal of Listening, 23 (1), 21-43.
http://dx.doi.org/10.1080/10904010802591904
Sriklaub, K., Wongwanich, S., & Wiratchai, N. (2015). Development of the classroom climate measurement model. Procedia-Social and Behavioral Sciences, 171, 1353-1359. https://doi.org/10.1016/j.sbspro.2015.01.253
Veenstra, R. & Dijkstra, J.K. (2011). Transformations in Adolescent Peer Networks. In B. Laursen & W. A. Collins (eds.) Relationship Pathways: From Adolescence to Young Adulthood (pp. 135-154). New York: Sage.
Voight, A., & Nation, M. (2016). Practices for Improving Secondary School Climate: A Systematic Review of the Research Literature. American Journal of Community Psychology, 58, 1-2, 174-191. http://dx.doi.org/10.1002/ajcp.12074
Walker, J. (2017). Coliving. The Secret Agent Report, Volume 59, 1-17.
Wentzel, K., Russel, S. & Baker, S. (2014). Peer relationships and positive adjustment at school. In M.J. Furlong, R. Gilman & E.S. Huebner (Eds.), Handbook of positive psychology in schools. (pp. 260-275). New York: Routledge.
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
