caa a22 4500 47578930X CHVBK 20180406123707.0 cr unu---uuuuu 170329e20000601xx s 000 0 eng 10.1007/BF03173173 doi (NATIONALLICENCE)springer-10.1007/BF03173173 Bennacer Halim I.U.F.M. d'Orleans-Tours, Université François-Rabelais de Tours, France aut How the socioecological characteristics of the classroom affect academic achievement [Elektronische Daten] [Halim Bennacer] The aim of this study was to grasp and understand the social-psychological mechanisms by which the classroom socioecological environment determines academic achievement. We first developed and tested a general theoretical model (on a sample of 51 classrooms containing 1123 junior high school students) which allows us to consider the classroom social climate as a dependent and independent variable. We then attempted to accurately define the influence mechanism and develop a structural model to account for the relationships and interrelationships between variables. We also tried to reach two principal goals in the psychology of learning environments: one is to determine what classroom social environments would be advantageous to students, and the other is to identify the factors that determine that climate. The results indicated a climate-dependent discrepancy between teachers' grades and achievement test scores. They have some practical implications for optimizing the classroom social climate. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Academic achievement nationallicence Achievement test scores nationallicence Classroom social climate nationallicence Classroom socioecological characteristics nationallicence Structural equation analysis nationallicence Teachers' grades nationallicence European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 173-189 0256-2928 15:2<173 2000 15 10212 https://doi.org/10.1007/BF03173173 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173173 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Bennacer Halim I.U.F.M. d'Orleans-Tours, Université François-Rabelais de Tours, France aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 173-189 0256-2928 15:2<173 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer