Key points are not available for this paper at this time.
Relationships between students’ affective and cognitive outcomes and their perceptions of classroom psychosocial environment as measured by the Individualized Classroom Environment Questionnaire (ICEQ) and the Classroom Environment Scale (CES) were investigated for a sample of 1,083 junior high school students in 116 classrooms. Six different statistical analyses (simple correlation, multiple correlation, and canonical correlation analysis conducted separately for raw post-test scores and residual posttest scores adjusted for corresponding pretest and general ability) revealed sizable environment-outcome associations. Further analyses showed that the ICEQ and CES made appreciable, unique contributions to explaining outcome variance, and that the magnitudes of environment-outcome relationships were larger when the class was employed as the unit of analysis than when the student was used.
Fraser et al. (Fri,) studied this question.