Antecedents and Consequences of Sense of Classroom Community for College Students' Academic Engagement

• In Event: 54.081 - Poster Session 11
  In Poster Session: 54.081-4 - Teachers and Teaching: Understanding the Social and Cultural Context

Abstract

College students' sense of classroom community, as measured by subscales on classroom belongingness, connected classroom climate, relatedness to teacher, and relatedness to peers, was tested for its relationship to course attributes such as class size and mode of instruction and ultimately, to students’ behavioral and emotional engagement with classroom tasks. Data were collected via an online survey from 347 undergraduate students from diverse majors and ethnic and family backgrounds. Multiple linear regression and path analysis indicated that students’ sense of classroom community positively predicted their behavioral and emotional engagement with classroom tasks, and it fully mediated the negative effect of large class size on academic engagement.

Author

• Jeonghyun Jonna Lee, The University of Texas - Austin