Effects of friendship and relationship dimensions of classroom environment on general and academic self-concept

The purpose of present study was to examine the effect of friendship and relationship dimensions of the classroom environment on general and academic selfconcept. 784 male students aged 13–14 years from 30 classes in 11 schools in Tehran, Iran, participated in the study. A questionnaire was devised...

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Bibliographic Details
Published in:Learning environments research 2020-04, Vol.23 (1), p.117-128
Main Authors: Mir Mohammad Sadeghi, Mohsen, Azad Manjir, Fatemeh, Fahimifar, Mohammad Javad
Format: Article
Language:English
Subjects:
Classroom Environment
Classrooms
Correlation
Early Adolescents
Education
Educational Environment
Educational Research
Educational Technology
Foreign Countries
Friendship
Learning
Learning and Instruction
Males
Original Paper
Peer Relationship
Questionnaires
School environment
Self Concept
Self esteem
Sociology of Education
Student teacher relationship
Teacher Student Relationship
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Summary:The purpose of present study was to examine the effect of friendship and relationship dimensions of the classroom environment on general and academic selfconcept. 784 male students aged 13–14 years from 30 classes in 11 schools in Tehran, Iran, participated in the study. A questionnaire was devised and used based on items from the Self-Description Questionnaire-II (Marsh in Self-description questionnaire-II: manual, Publication Unit, Faculty of Education, University of Western Sydney, Sydney, 1992), What Is Happening In this Class (Fraser et al. in Paper presented at the Western Australian Institute for Educational Research forum, Perth, 1996) and Classroom Environment Scale (Moos in Evaluating educational environments, Jossey-Bass, San Francisco, 1979) in addition to some new items. The relationship dimensions of classroom environment were significantly correlated with general and academic self-concept. Moreover, general self-concept mediated the relationship between friendship and academic self-concept. Pupils’ academic norms had an effect on neither this correlation nor the correlation between general self-concept and academic self-concept. Finally, the correlation between general self-concept and academic self-concept was not effectively moderated by pupil–teacher relationship. Theoretical and practical implications of these findings are explained.
ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-019-09294-x