Pages: 8-14

Abstract

Lack of vitality is one of the most serious and common educational problems of students. Students’ perception of classroom environment or, to put it differently, the classroom climate is a variable which could possibly play a role in increasing students’ vitality. In other words, the factors relevant to school and classroom are among the predictors of academic vitality. Therefore, the present research aims to investigate the relationship between the classroom climate and the academic vitality among the second-grade secondary school students in Savojbolagh during the academic year of 2018-2019. This is a descriptive survey in terms of method and it is a field study in terms of implementation. The research population was second-grade secondary school students of Savojbolagh region, during the academic year of 2018-2019; they were 8135 students. The simple random sampling method was used for sampling and using Cochran formula, the sample size was estimated to be 95 people. The research instruments used in this study were the questionnaires on classroom climate by Hardre, Crowson, Xie, and Ly (2006) and on academic vitality by Hossein Chari and Dehghanizadeh (2012). To analyze the data, Pearson correlation coefficient and multiple regression analysis through ENTER method were used. The research results showed that there is a direct relationship between the academic vitality and all the components of classroom climate (supportive classroom environment, student’s perception of teacher-centered elements, classroom climate, teacher’s beliefs and supportive behavior). Moreover, there is a correlation coefficient of 0.96 between the academic vitality  and the components of classroom climate (supportive classroom environment, student’s perception of teacher-centered elements, classroom climate, teacher’s beliefs and supportive behavior); the components of classroom climate (supportive classroom environment, student’s perception of teacher-centered elements, classroom climate, teacher’s beliefs and supportive behavior) accounts for the variable of student’s academic vitality  by 92%. The results of regression analysis showed the satisfaction with the supportive classroom environment and the student’s perception of teacher-centered elements are effective on the students’ academic vitality by 0.54 and 0.42, respectively.