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首页> 外文期刊>Journal of youth and adolescence >Profiles of Adolescents’ Perceptions of Democratic Classroom Climate and Students’ Influence: The Effect of School and Community Contexts
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Profiles of Adolescents’ Perceptions of Democratic Classroom Climate and Students’ Influence: The Effect of School and Community Contexts

机译：青少年对民主课堂气候和学生影响的看法：学校和社区背景的影响

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摘要

Students’ learning experiences and outcomes are shaped by school and classroom contexts. Many studies have shown how an open, democratic classroom climate relates to learning in the citizenship domain and helps nurture active and engaged citizens. However, little research has been undertaken to look at how such a favorable classroom climate may work together with broader school factors. The current study examines data from 14,292 Nordic eighth graders (51% female) who had participated in the International Civic and Citizenship Education Study in 2009, as well as contextual data from 5,657 teachers and 618 principals. Latent class analysis identifies profiles of students’ perceptions of school context, which are further examined with respect to the contextual correlates at the school level using two-level fixed effects multinomial regression analyses. Five distinct student profiles are identified and labeled “alienated”, “indifferent”, “activist”, “debater”, and “communitarian”. Compared to indifferent students, debaters and activists appear more frequently at schools with relatively few social problems; being in the communitarian group is associated with aspects of the wider community. Furthermore, being in one of these three groups (and not in the indifferent group) is more likely when teachers act as role models by engaging in school governance. The results are discussed within the framework of ecological assets and developmental niches for emergent participatory citizenship. The implications are that adults at school could enhance multiple contexts that shape adolescents’ developmental niches to nurture active and informed citizens for democracies.
机译：学生的学习经历和结果受学校和课堂环境的影响。许多研究表明，开放、民主的课堂气氛与公民领域的学习有关，有助于培养积极参与的公民。然而，很少有人研究这种有利的课堂气氛如何与更广泛的学校因素协同工作。目前的研究调查了14292名北欧八年级学生（51%为女性）的数据，这些学生在2009年参加了国际公民和公民教育研究，以及5657名教师和618名校长的背景数据。潜在班级分析确定了学生对学校环境感知的概况，并使用两级固定效应多项式回归分析进一步研究了学校层面的环境相关因素。五个不同的学生档案被识别并标记为“疏远”、“冷漠”、“积极分子”、“辩论者”和“社群主义者”。与冷漠的学生相比，辩论者和活动人士更频繁地出现在社会问题相对较少的学校；加入社群主义团体与更广泛社区的方方面面有关。此外，当教师通过参与学校治理作为榜样时，更可能成为这三个群体之一（而不是冷漠群体）。结果在生态资产和新兴参与公民的发展生态位的框架内进行了讨论。这意味着，在学校的成年人可以加强多种环境，塑造青少年的发展生态位，为民主国家培养积极和知情的公民。

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