The responsive environmental assessment for classroom teaching (REACT): The dimensionality of student perceptions of the instructional environment

Peter M. Nelson, Joseph A. Demers, Theodore J. Christ

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures.

Original languageEnglish (US)
Pages (from-to)182-197
Number of pages16
JournalSchool Psychology Quarterly
Volume29
Issue number2
DOIs
StatePublished - Jun 2014

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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