Strategies that Create a Positive Classroom Climate

Relations among competence beliefs, utility value, achievement goals, and effort in mathematics

“…For example, the socio‐cognitive paradigm has led to the formulation of many relevant theories. The most important feature of this approach stems from the fact that, contrary to others, it does not aim to define the nature of motivation, but rather explain the student's motivational dynamics in a learning situation (Pintrich & Schunk, 1996). According to socio‐cognitivism, cognitions and students' perceptions of their abilities, and their schoolwork act as mediators of their behaviour and explain much of their adaptation to their physical and social environment (Bandura, 1997).…”

“…Research has shown that motivation is a key factor in the learning process as well as in school achievement (Pintrich & Schunk, 1996). In essence, a number of researchers have highlighted the close link between motivation, achievement‐related behaviours, such as effort and achievement (Bandura, 1997; Pintrich & Schunk, 1996; Shernoff, Csikszentmihalyi, Schneider, & Shernoff, 2003). In particular, some variables, such as competence beliefs and value ascribed to academic tasks and domains have been the focus of numerous studies.…”

Supportive Classroom Environments For Creativity in Higher Education

“…One salient solution is direct and intentional communication. DeLucia (1994), Shapiro (1993), and Torrance and Myers (1970) suggest that providing more information in class discussions about the roles and expectations would positively impact these perceptions and expectations. Thus, it becomes imperative that communication be realized and utilized in a variety of capacities.…”

“…This statement reveals that assessing creativity places much responsibility on teachers, who need to find new methods and create their own guidelines while remaining supportive of their students. Shapiro (1993) suggests that the proper selection of classroom activities can create a positive classroom climate in which values can be shared and challenged, expectations revealed and discussed, and students can have the opportunity to take leadership roles in the class. In this type of classroom setting, students are more apt to take risks and share their creative ideas.…”

Unethical Behaviors of Faculty Members in Classroom from the Perspective of Student

“…Ö¤renciye sevgisiz, sayg›s›z davranma (Gözütok, 1999), s›n›f önünde ö¤renciyi afla¤›lamak, s›n›fta küçük düflürücü davran›fllarda bulunmak (Aksoy 1999;Ay, 2017;Büken, 2006), ayr›mc›l›k (Pierce, 1994) gibi davran›fllar çeflitli ulusal ve uluslararas› birçok çal›flmada da etik d›fl› davran›fllar olarak kabul edilmektedir. Örne¤in Shapiro (1993), olumlu s›n›f iklimini bozabilecek en güçlü etmenlerden birinin ay-r›mc›l›k oldu¤unu belirterek üniversite ö¤rencilerinin siyasete, dine, ideolojiye, milliyete, cinsiyete vb. faktörlere ba¤l› olarak kimliklerini oluflturduklar› bir dönemde olduklar›na vurguda bulunarak kifliliklerinin sa¤l›kl› oluflabilmesi için uygun sosyal flartlar›n oluflturulmas› gerekti¤ini belirtmektedir.…”