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首页> 外文期刊>Learning Environments Research >Foundational aspects of classroom relations: associations between teachers’ immediacy behaviours, classroom democracy, class identification and learning
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Foundational aspects of classroom relations: associations between teachers’ immediacy behaviours, classroom democracy, class identification and learning

机译：课堂关系的基础方面：教​​师即时行为，课堂民主，班级认同和学习之间的联系

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This study focused on foundational aspects of classroom relations. Specifically, relationships between teachers’ immediacy (interpersonal) behaviours, classroom democracy, identification and learning were considered. Previous work suggests that these variables can be used as a foundation to shape classroom climate, culture and learning outcomes and, by extension, assist educational institutions to achieve their civic mission. This study examined classroom democracy and class identification as variables that mediate the relationship between immediacy behaviours and learning using data collected from 529 students in six institutions of higher learning in Rwanda. Structural equation modeling revealed that classroom democracy mediates the relationship between immediacy behaviours and that classroom democracy and class identification covary substantially. The significant relationships in the final structural model suggest that immediate teachers are likely to have a positive influence on perceptions of classroom democracy, class identification and learning. Based on the growing scholarship of instructional dissent, this study highlights the foundational and strategic aspects underlying these relationships within the context of relating in the classroom and beyond.
机译：这项研究侧重于课堂关系的基础方面。具体而言，考虑了教师的即时（人际）行为，课堂民主，认同和学习之间的关系。先前的工作表明，这些变量可以用作塑造教室气候，文化和学习成果的基础，并通过扩展帮助教育机构实现其公民使命。这项研究使用从卢旺达六所高等院校的529名学生收集的数据，研究了课堂民主和班级认同作为变量来调节即刻行为与学习之间的关系。结构方程模型表明，课堂民主介导了即时行为之间的关系，课堂民主与阶级认同之间存在着实质性的联系。最终结构模型中的重要关系表明，直接教师很可能对课堂民主，班级认同和学习的观念产生积极影响。在教学异议学者的基础上，本研究强调了在课堂内外关联的背景下这些关系的基础和战略方面。

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