Back to Search
Start Over
Social-Emotional Classroom Climate and Academic Achievement for Chinese Elementary Students: The Roles of Convergent and Divergent Thinking
- Source :
-
School Psychology International . Jun 2023 44(3):301-325. - Publication Year :
- 2023
-
Abstract
- This study aims to explore the effects of the social-emotional classroom climate on academic achievement in mathematics and literature for elementary students in grades 3 through 6. The research specifically focuses on the indirect role of creative thinking (convergent and divergent thinking). Structural equation modeling techniques were used to examine data collected from 1365 Chinese elementary students. The results indicate that in mathematics and literature classrooms, (1) the social-emotional climate had a positive effect on school achievement, and (2) divergent and convergent thinking play indirect roles between social-emotional climate and academic achievement. The findings suggest that elementary students' positive perception of social-emotional classroom climate, including the perceptions of teacher support and student cohesiveness, can promote divergent and convergent thinking and ultimately contribute to the output of academic achievement in mathematics and literature.
Details
- Language :
- English
- ISSN :
- 0143-0343 and 1461-7374
- Volume :
- 44
- Issue :
- 3
- Database :
- ERIC
- Journal :
- School Psychology International
- Publication Type :
- Academic Journal
- Accession number :
- EJ1375852
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1177/01430343221128825