Affiliations: Friedrich Schiller University, Jena, Germany
Note: [] Address for correspondence: Katharina Eckstein, Friedrich Schiller University Jena, Department of Educational Psychology, Humboldtstr. 27, 07743 Jena, Germany. E-mail: [email protected]
Note: [] The empirical research upon which this paper is based was supported by a grant of the German Research Foundation given to the second author (DFG, FOR 481, No 213/9-4).
Abstract: Despite the importance of a democratic school context, little is known about its underling processes. The present research examined in how far a positive social-emotional classroom climate, namely perceptions of community in class and fairness of teachers, furthers students' democratic experiences in school (i.e., open classroom climate for discussion, opportunities to participate in school decisions). The analyses were based on a sample of adolescent high school students from the federal state of Thuringia, Germany (N = 1,286, 52.0% female students, Mage = 13.85). Multilevel structural equation modeling was applied in order to account for individual, class-average, and teacher effects. The results confirmed the importance of a positive social-emotional climate, both when examining students' individual and class-average perceptions. Significant relationships between students' democratic experiences and teachers' perceptions of the prevailing social-emotional climate, however, were only found among older students.
