تصوّرات طلبة المرحلة الابتدائية عن خصائص المناخ المدرسي والفصلي، وتأثيرها على الأداء الأكاديمي للطلبة العاديين وذوي المشكلات السلوكية والانفعالية

Elementary School Students' Perceptions of the School and Classroom Climate Characteristics, and its Impact on the Academic Performance of Normal Students and Those with Behavioral and Emotional Problems

Abstract

 The research examined elementary school students' perceptions of school and classroom climate and its impact on academic performance. The sample included 18 teachers and 502 students with and without behavioral and emotional problems. The tools used were the Behavioral & Emotional Problems Checklist, Delaware School Climate Survey-Student, My Class Inventory-Short Form, and Academic Performance Rating Scale. The results indicated that there were statistically significant differences between students with and without behavioral and emotional problems in school climate and academic performance. However, no significant differences were found in classroom climate. Furthermore, differences were observed between male and female students in school climate and classroom climate, with females reporting a more positive climate. Overall, correlations were observed between academic performance, school climate, and classroom climate. Finally, the study found that the clarity of rules and student classification were significant predictors of academic performance.

Keywords: School climate, classroom climate, academic performance, elementary school students, behavioral and emotional problems.