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1、Gender and Classroom Size Differences in Classroom Climate and Deviant Behavior: A Study of Elementary School Students in Central TaiwanAbstractThe main purpose of this study was to investigate gender and classroom size differences in classroom climate and deviant behavior among elementary school st
2、udents. The survey data were collected from 1,007 sixth-grade students of elementary schools in Changhua County of central Taiwan. The descriptive statistics, one-way ANOVA, and one-way MANOVA were used to analyze the data. Among four classroom climate dimensions, sixth grade students perceived the
3、level of teacher-student relationships was the most positive and the level of classroom order was the least positive. Each dimension of deviant behaviors was slight. In peer relationship and teacher-student relationship dimensions, female students were more positive than male ones. In addition, ther
4、e were classroom size differences in classroom climate. In teacher-student relationship dimension, it was more positive in medium classroom size than in other classroom size groups. There were gender differences in each dimension of deviant behavior; female students got more emotional disturbances w
5、hile male students showed more disobediences and misbehaviors.Keywords：gender, classroom size, classroom climate, deviant behavior, elementary school students1.INTRODUCTIONClassroom management often focuses on classroom climate and behavior management. Based on practical teaching experiences, we see
6、 that teachers can easier to create a better classroom climate and run activities smoothly in smaller or most female students classes. On the other hand, teachers have to pay more attention to deal with problem behaviors in larger or more male students classes. From the reflection, classroom size an
7、d gender distribution appear to influence the classroom climate and deviant behavior. In terms of classroom climate, there were significant gender differences in classroom climate and the scores of female students perceived classroom climate were higher than male students (Cerezo & Ato, 2010; Goh &
8、Fraser, 1997). However, some research findings showed there were not significant gender differences in classroom climate (Brophy-Herb, Lee, Nievar, & Stollak, 2007; Chen, 1995; Chiu, 2008).Many research results illustrated there were significant gender differences in deviant behavior and male studen
9、ts were more prone to having deviant behaviors than female students(Dodge,Greenberg and Malone, 2008; Liang, 2007; Su, 2006;Weng, 2004). But Marcus (1999) indicated male and female students might engage in different deviant behaviors . Marcus mentioned male students were more likely than female stud
10、ents to beaten up someone because they were anger at them, snatched a purse or wallet, and broken into a place for fun. Female students were more likely than male students to have ever cut class and been drunk in a public place.In Taiwan, according to policies and regulations, school were pushed cla
11、ssroom size reduction which to reduce the number of students from 32 to 29 students per class during 96 to 99 school year. Classroom size reduction has apparently become a trend in Taiwan. Based on practical experience, it appears that there are more interactive between peers and teachers and less d
12、eviant behaviors in smaller classes. However, classroom size reduction can result in greater in-depth coverage of subject matter by teachers, enhanced learning and stronger engagement by students, more personalized relationships between teachers and students, and safer schools with fewer discipline
13、problems (Cohen, Miller, Stonehill, & Geddes, 2000; Thompson & Cunningham, 2001). In terms of related researches, Chen (1995) and Chou (2004) indicated there were no significant classroom size differences in classroom climate. But according to Huangs(2003) findings, classroom size influences student
14、s perceived classroom climate and the size of 21-30 which were more positive than size of below 20 and above 31. In addition to classroom size may affect the classroom climate, could classroom size have an impact on deviant behavior?Because of classroom climate formation takes a period of time and t
15、he researcher is as a sixth-grade teacher, participants for this study were sixth-grade students. The purposes of this study were to investigate gender and classroom size differences in classroom climate and deviant behavior among sixth-grade students of elementary school in Changhua County of centr
16、al Taiwan. To understand the current classroom climate and deviant behavior in sixth-grade Taiwanese students? To clarify if gender and classroom size influent classroom climate and deviant behavior. Specifically, the following research questions were addressed in this study:1. What are the current classroom climate and deviant behavior in sixth-grade Taiwanese students?2. Could gender influent classroom climate and deviant behavior?3. Could classroom size inf
