“We Study Together and Share Our Problems”: Classroom Climate Relates to Concerns, Self-Regulation, and Achievement (Poster 17)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 3

Abstract

Perceptions of classroom climate may shape students’ self-beliefs and peer-dependent learning strategies in undergraduate STEM classes. We used multiple methods to examine classroom climate (peer climate and perceived competition), comfort being oneself, and social comparison concern and how they related to help-seeking, studying with peers, and achievement in engineering. Positive perceptions of peer climate were associated with comfort being oneself and studying with peers, which benefited course grades. In their own words, students described the nature of their interactions with classmates. Thematic analysis suggested a means by which peer climate and dynamics emerge in large, competitive courses. The role of gender was also explored, given women’s underrepresentation in engineering.

Authors

• Adriana I. Martinez Calvit, University of Missouri - St. Louis

• Andrew Holmes Perry, The Ohio State University

• Michelle R. Richard, The Ohio State University

• Kimiko Ching, The Ohio State University

• Arianna Henning, The Ohio State University

• Shirley L. Yu, The Ohio State University