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Catalogue Information
Field name	Details
Nuova numerazione	78755
Collocazione	UPS BIBL CENTR 39-C-2254
Autore	KASHY‐ROSENBAUM, G.
Titolo	Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support. Parte componente di periodico
Descrizione fisica	pp. 770-782.
Nota generale	Estratto da: “Psychology in the Schools”, 2018, 55, 7.
Riassunto	Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.
Tipo di documento	RICERCA.
Soggetto	EMOZIONI.
	STUDENTI.
	AMBIENTE.
	EDUCAZIONE SCOLASTICA.
	DIDATTICA.
	DOCENTI.
	ISRAELE.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	KAPLAN, O.
Autore Secondario	ISRAEL‐COHEN, Y.
Titolo correlato	Psychology in the Schools 2018, 55, 7.
Accesso online	https://onlinelibrary.wiley.com/doi/10.1002/pits.22140
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=130604398&lang=it&site=ehost-live

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Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support.