Personality correlates of classroom seating position

Based on evidence that physical space serves to regulate the intensity of perceived threat, and that the experience of threat is mediated by personality characteristics, it was predicted that peripherally seated students in the classroom would have poorer self-concepts and greater personal space nee...

Full description

Saved in:
Bibliographic Details
Published in:Journal of Educational Psychology 1979-06, Vol.71 (3), p.346-354
Main Authors: Dykman, Benjamin M, Reis, Harry T
Format: Article
Language:English
Subjects:
Classroom Behavior
Classroom Design
Classroom Environment
Group Participation
High School Students
High Schools
Human
Individual Characteristics
Personal Space
Personality Traits
Predictor Variables
Proximity
Seating Preferences
Self Concept
Space Orientation
Student Attitudes
Student Participation
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Based on evidence that physical space serves to regulate the intensity of perceived threat, and that the experience of threat is mediated by personality characteristics, it was predicted that peripherally seated students in the classroom would have poorer self-concepts and greater personal space needs than centrally seated students. Personality, personal space, and attitudinal measures (e.g., Self-Esteem Inventory, School Sentiment Index) were administered to 9 classes of high school students (181 9th-22th graders). Comparisons of extreme sections of the classroom revealed a significant polarization of student traits on 3 categories of variables dominated by self-concept and class participation issues. Results support the notion that differential participation and physical isolation are closely related to self-concept. (37 ref)
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.71.3.346