Supervisors info:
Σταύρου Νεκτάριος, Επίκουρος Καθηγητής Σ.Ε.Φ.Α.Α./Ε.Κ.Π.Α.
Φασούλης Κωνσταντίνος, Ομότιμος Καθηγητής Π.Τ.Δ.Ε./Ε.Κ.Π.Α.
Μπαμπάλης Θωμάς, Καθηγητής Π.Τ.Δ.Ε./Ε.Κ.Π.Α.
Summary:
The climate in classroom is described as the social atmosphere in the classroom or the social and psychological environment of the learning process, which affects the achievement of training objectives. On the other side, the psychological flow is one of the theories of internal incentives that connect cognition, motives and feelings. This research aims to examine the relationship between the climate in the classroom, and the ideal psychological state of the students, as the latter occurs from the psychological flow theory. In this survey, a number of 123 students participated (66 boys, 57 girls). From the overall participation, 108 students belong in the sixth (ΣΤ΄) grade of the elementary school, and 15 students are in the fifth (Ε΄) grade of the elementary school. Students completed two measurement tools: (1) Classroom Life Measure and (2) Flow State Scale. The measurement tools proved satisfying validity and credibility. The results of the research suggest statistically significant differences between the vast majority of the factors of the Classroom Life Measure (academic and personal support of the teacher, academic and personal support of students, cooperation, alienation, academic self-esteem, competitive learning) and the ideal psychological state of students. Furthermore, statistically significant differences were detected between the level of support (low, high) from the teacher and students in connection with the factors: cooperation, alienation, academic self-esteem, challenge – skill balance, action – awareness merging, clear goals, unambiguous feedback, concentration on task at hand, sense of control and autotelic experience. The close relationship between the climate in the school and the flow theory was confirmed by the results of the correlations between the factors of the two scales. The above results suggest with clarity that the ideal psychological state of students correlates with the classroom climate. The findings of this research denote the importance of applying further research since the implementation of psychological flow in the academic field remains in the premature phase.
Keywords:
school climate, climate of classroom, flow theory, academic support, personal support
