Autonomy-Supportive Classroom Climate and Attitudes Towards Social Participation: A Practice in Mixed-Grade Classes in a Japanese Elementary School
Bibliographic record
Abstract
This study focuses on the relationship between an autonomy-supportive classroom climate and changes in attitudes towards social participation in mixed-grade classes. The research field involved the learning activities conducted in a Japanese elementary school. Learning activities were carried out in mixed-grade classes, and the children engaged in problem solving with their peers from different grades in collaboration with the local community. It was hypothesized that a perceived autonomy-supportive classroom climate would affect attitudes towards social participation and that this effect would be mediated by intrinsic motivation and reflection. Participants were 163 third- and fourth-grade children from mixed-grade classes. Data were collected repeatedly over a three-year period through a questionnaire survey. Latent growth curve modeling analyses revealed that an autonomy-supportive classroom climate was related to intrinsic motivation, which in turn, was related to reflection. Additionally, intrinsic motivation and reflection predicted the initial level of attitudes towards social participation. Intrinsic motivation was negatively related to the extent of change in attitudes towards social participation. These results suggest that an autonomy-supportive classroom climate promotes children’s positive attitudes towards social participation. In mixed-grade classes, teachers must create classrooms in which children can support each other’s autonomy.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".