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The classroom has long been recognized as a critical milieu for students ’ educational achievement. The purpose of this study
was to investigate the relationship between students ’ perceptions of classroom environment and their academic achievement
in Korea. For this study, the Classroom Environment Scale (CES), developed by Moos and Trickett (1987), was revised and translated
into Korean. The Korean Classroom Environment Scale (KCES), consisting of nine subscales, was used to measure the psychosocial
characteristics of the classroom environment. The data was collected from May to June 2001 from a sample of 1,012 students
in 10th and 11th grades at the same school district in Seoul, Korea. The results of ANOVA analysis of the data revealed that
there were statistically significant differences in classroom environments according to students ’ school and classroom organizations.
Additionally, the results of Pearson ’s simple correlation coefficient analysis showed that the seven subscales in the KCES
(i.e., involvement, affiliation, competition, task orientation, order and organization, rule clarity, and teacher control)
had a significant correlation with students ’ academic achievement. Furthermore, the results of multiple regression analysis
revealed that the multiple correlation (R) between the KCES 9 subscales and students ’ academic achievement was 0.27. Based
on these results, it was claimed that classroom environment was a good predictor of students ’ academic achievement. 相似文献
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