Problem Statement: Youth adolescents spend much of their time in school, especially in class. Hance, students’ experience of the life in class has pivotal role in their well-being and in building their future (Cohen, 2006). In this line, it is capital to investigate the different ways in which students live and perceive the classroom, in terms of their classmates and their teachers. Purpose of Study: The general purpose of this study is identify homogeneous groups of students who have different feelings and perception about their class and their “living-togeter”. Research Methods: On a sample of 1,917 Italian students attending 10th grade (52% females; mean age=15 years; s.d.=.7 year) a self report questionnaire was administred. İn particular it included PYC (“How Do You Perceive Your Classroom?”) inventory to measure ten dimensions of student perception of “living-together” (student loyalty, support, tolerance, cooperation, cohesion, assertiveness, power and rule orientation, teacher support and equity, Fida, Rosa, Avallone, in press), three student satisfaction items, a ten items values scale (Schwartz, 1992) and socio-demographic variables. To identify homogeneous groups who shared similar patterns we implemented cluster analysis (Bergman & El-Khouri, 2001). Then Anovas and chi-squared analysis were performed to validate and describe the profiles identified. Findings: Cluster analyses revealed four Styles of Living-Together in Classroom: cooperative/proactive/loyal living-together (students showed a positive vision of what happens in class), respectful/tolerant living-together (the classroom is a place with little support and loyalty and lots of respect for rules, and tolerance), comradely/intolerant/relationally accomplice living-together (the classroom is a place with little respect for rules, tolerance and loyalty, but with good peer support), passive/individualist/hostile living-together (students showed a negative vision of what happens in class). Conclusions: Our study showed that students have different stiles of “living-together” that affect in different ways student well-being. Moreover, our findings indicate the pivotal role of teachers in creating a classroom environment that promote well-being. Future studies could include samples of older children (mean age 18 years) to verify if there are groups with the same stiles of living-together in class for different students’ age of high school.
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|Titolo:||Cluster Analysis of Student Stiles of Living-Together in Classroom|
|Data di pubblicazione:||2011|
|Appartiene alla tipologia:||04d Abstract in atti di convegno|