Classroom Emotional Climate, Teacher Affiliation, and Student Conduct

Using a multi-method, multi-level approach, this study examined the link between classroom emotional climate and student conduct, including as a mediator the role of teacher affiliation,� i.e.,�students'�perceptionsoftheirrelationships� withtheirteachers.�Datawerecollectedfrom�90�fifth-� and� sixth-grade classrooms (n = 2,000 students) and included classroomobservations,�studentratingsofteacheraffilia - tion, and conduct grades on report cards. As predicted, when controllingforteachercharacteristicsandtheorganizational� and instructional aspects of the classroom, there was a direct, positive relationship between classroom emotional climate andconductthatalsowasmediatedbyteacheraffiliation.� Effects were robust across grade level and student gender. We highlight the role of emotionally supportive classroom environmentsinpromotingteacheraffiliationandbetter� conduct among students.

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