The effect of classroom environment on problem behaviors: A twin study

DiLalla, Lisabeth F.; Mullineaux, Paula Y.

doi:10.1016/j.jsp.2007.02.001

Cited by 37 publications

(38 citation statements)

References 31 publications

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“…On the other side, social and emotional aspects also have an impact on children's reading habits (Di Francesco, 2011) [9]; preschool educators should consider the children's attitudes towards reading for it is a core indicator of children's emotion development (DiLalla & Mullineaux, 2008) [10]. A positive attitude towards reading can enhance children's constructive reading (Edmunds & Bauserman, 2006) [11] and their emotions in the education process determine whether they develop the right attitudes towards reading (Patrick, Ryan, & Kaplan, 2007;Evans, 2006) [12] [13].…”

Section: Introductionmentioning

confidence: 99%

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Chou¹,

Cheng²,

Cheng³

2016

ujer

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This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the physical class reading environment was adjusted into aesthetic perspective, children's reading motivation and attitudes were triggered. The second stage involved themed reading activities, including the child-centered extended reading activities, arranging parent-child and peers shared reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot. Data collection methods included observation, interviews, children's relative documents, drawings, and hands-on works. Based on analysis of research data, main results were extracted as below: young children's reading motivation including interest, perceived control, collaboration, involvement, and efficacy were promoted through classroom aesthetic reading environment and parent-child shared reading promotion activities. Finally, according to conclusion of this research, suggestions for relative teaching application and subsequent research were proposed as reference.

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Section: Introductionmentioning

confidence: 99%

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Chou¹,

Cheng²,

Cheng³

2016

ujer

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“…Lingkungan kelas menurut DiLalla menyatakan lingkungan kelas adalah lingkungan yang kompleks dimana manusia berinteraksi, saling bergantung antar satu orang ke orang lain, dan dengan berbagai karakter unik dalam lingkungan sosial dan fisik yang spesifik. Lingkungan kelas merupakan segala sesuatu yang ada di sekitar siswa didalam kelas (DiLalla & Mullineaux, 2008).…”

Section: Lingkungan Kelasunclassified

Pengelolaan Lingkungan Kelas Dalam Mencapai Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi

Safitri

Furqon

2018

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Behavioristic learning theory states that student learning outcomes are determined by the content of learning and environmental influences. One factor is the classroom environment, the comfortable classroom environment allows students to concentrate. Students spend more time in class than in other school environments. Education in economic subjects is a lifelong learning process, which is beneficial to life. Economic subjects discuss the basic economic concepts that are directly related to everyday life. The main objective of economic subjects is to prepare students with the knowledge necessary to understand the world and make better choices and prepare them to serve as economic actors in the future. The classroom environment on economic subjects will be connected to the teaching and learning process, including the physical and non-physical environments. Learning theory from Albert Bandura known as Social Learning Theory (social learning theory) with the main concept of reciprocal determination, states that there is a constant interaction between environment, behavior and people that influence the learning process that will ultimately affect the learning outcomes obtained. So it can be said that human behavior is the result of continuous interaction between internal factors (behavior, people) and external (environment).

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“…In a review by Evans et al (2009), Walberg and colleagues used the term ''classroom climate'' for the first time (Walberg and Anderson 1968), and this concept became popularized by Moos (1973), who developed the Classroom Environment Scale (CES; Moos 1973, 1995). Classroom climate includes both the physical (e.g., size, physical resources) and the nonphysical environment (e.g., social system organization, staff morale, power, and control structure) and has been found to have both positive and negative influences (e.g., DiLalla and Mullineaux 2008;Gazelle 2006;Kuperminc et al 2001). The review article has indicated that the central issue for most classroom climate constructs is the behavior of the teacher (Evans et al 2009).…”

Section: Teacher Influencesmentioning

confidence: 99%

Effects of Classroom Humor Climate and Acceptance of Humor Messages on Adolescents’ Expressions of Humor

Chiang

Lee

Wang

2016

Child Youth Care Forum

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The effect of classroom environment on problem behaviors: A twin study

Cited by 37 publications

References 31 publications

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Pengelolaan Lingkungan Kelas Dalam Mencapai Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi

Effects of Classroom Humor Climate and Acceptance of Humor Messages on Adolescents’ Expressions of Humor

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