The Relationship between Classroom Psychosocial Climate and Academic Achievement Based on the Views of Students and Faculty Members

AUTHORS

Maryam Yavari 1 , * , Behshid Garrusi 2 , Hossein Safizadeh 3 , Abbas Abbaszadeh 4

1 M.Sc. in Medical Education, Shahid Beheshti Hospital, Kashan University of Medical Sciences, Kashan, Iran, Iran

2 Ph.D. in Psychiatry, Professor, Department of Community Medicine, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

3 Specialist in Community Medicine, Associate Professor, Department of Community Medicine, Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

4 Ph.D. in Nursing, Professor, Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran, Iran

How to Cite: Yavari M , Garrusi B , Safizadeh H , Abbaszadeh A . The Relationship between Classroom Psychosocial Climate and Academic Achievement Based on the Views of Students and Faculty Members, Strides Dev Med Educ. 2015 ; 12(3):e58716.

ARTICLE INFORMATION

Strides in Development of Medical Education: 12 (3); e58716
Published Online: August 28, 2015
Article Type: Research Article
Received: July 25, 2017
Accepted: October 18, 2014

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Abstract

Background & Objective: The psychosocial climate of the classroom is a general concept for describing, explaining, and exposing the specific features of a class and has significant  effects on students' academic achievement. This study was conducted for the first time in Iran. It was performed to evaluate the relationship between the psychosocial climate of the classroom and academic achievement based on the views of faculty members and Ph.D. students of Kerman University of Medical Sciences, Iran.

Methods: The present study was performed using the census method. It was conducted on 222 medicine, dentistry, and pharmacology students and 21 faculty members of Kerman University of Medical Sciences in 2013 using the psychosocial climate of class questionnaire. Data were collected at the end of the second trimester when students received their academic records. Data were analyzed using SPSS software, independent and paired t-test, ANOVA, central and diffusion indicators, and the Pierson correlation.

Results: Comparison of faculty members’ expectation score (31.80 ± 4.77) and perception score (29.20 ± 4.60) showed a significant difference (P < 0.050). Based on ANOVA results, faculty members’ expectation level was higher than their perception. Comparison of the score of students’ expectation from (29.03 ± 4.37) and perception of (24.433 ± 5.10) the classroom climate showed a significant difference. Expectation level was higher than perception level
(P < 0.001). There is a negative correlation between students' average level and their perception level (P = 0.042).

Conclusion: The data indicated that there is a significant relationship between students’ and faculty members’ level of expectation and perception of psychosocial climate of the classroom. The identification and development of conceptual models, particularly an experimental model of academic performance based on cognitive features, can be helpful in the improvement of the psychosocial climate of the classroom which results in students’ academic achievement.

Keywords

Psychosocial climate of classroom Academic achievement Students Faculty members

© 2015, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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