Details
| Original language | English |
|---|---|
| Title of host publication | 2024 IEEE 3rd German Education Conference (GECon) |
| Pages | 1 - 6 |
| ISBN (electronic) | 979-8-3503-5575-8 |
| Publication status | Published - 2024 |
Abstract
This study explores how the course climate in university courses relates to other adaptive outcomes from a student perspective. We found that students' perceptions of the course climate were positively associated with subjective factors., such as emotional intelligence., their academic and social integration., and cooperation with peers. Differences in students' perceptions of the course climate also emerged depending on structural variables, including opportunities to cooperate., cooperation forms, and field of study (STEM vs. non-STEM). The findings highlight the multiple benefits of a positive course climate for students' adaptive academic and social outcomes.
Keywords
- STEM education, cooperation, course climate, higher education, learning environment
ASJC Scopus subject areas
- Computer Science(all)
- Computer Science (miscellaneous)
- Computer Science(all)
- Artificial Intelligence
- Computer Science(all)
- Computer Science Applications
- Engineering(all)
- Engineering (miscellaneous)
- Social Sciences(all)
- Education
Cite this
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2024 IEEE 3rd German Education Conference (GECon). 2024. p. 1 - 6.
Research output: Chapter in book/report/conference proceeding › Conference contribution › Research › peer review
}
TY - GEN
T1 - Course Climate in Higher Education
T2 - Psychological and Structural Correlates
AU - Jördens, Kim A.
AU - Zander, Lysann
PY - 2024
Y1 - 2024
N2 - This study explores how the course climate in university courses relates to other adaptive outcomes from a student perspective. We found that students' perceptions of the course climate were positively associated with subjective factors., such as emotional intelligence., their academic and social integration., and cooperation with peers. Differences in students' perceptions of the course climate also emerged depending on structural variables, including opportunities to cooperate., cooperation forms, and field of study (STEM vs. non-STEM). The findings highlight the multiple benefits of a positive course climate for students' adaptive academic and social outcomes.
AB - This study explores how the course climate in university courses relates to other adaptive outcomes from a student perspective. We found that students' perceptions of the course climate were positively associated with subjective factors., such as emotional intelligence., their academic and social integration., and cooperation with peers. Differences in students' perceptions of the course climate also emerged depending on structural variables, including opportunities to cooperate., cooperation forms, and field of study (STEM vs. non-STEM). The findings highlight the multiple benefits of a positive course climate for students' adaptive academic and social outcomes.
KW - STEM education
KW - cooperation
KW - course climate
KW - higher education
KW - learning environment
UR - http://www.scopus.com/inward/record.url?scp=85208055707&partnerID=8YFLogxK
U2 - 10.1109/GECon62014.2024.10734016
DO - 10.1109/GECon62014.2024.10734016
M3 - Conference contribution
SN - 979-8-3503-5576-5
SP - 1
EP - 6
BT - 2024 IEEE 3rd German Education Conference (GECon)
ER -