Positive classroom climate is associated with more frequent socially shared regulation of learning¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Groups with a positive classroom climate seem to do shared regulation more often than groups with a negative climate. → Hampton 2025

Evidence¶

Hampton 2025¶

Hampton, S., Glazer, K., Dragnić-Cindrić, D., & Fusco, J. (2025). Social Regulation of Learning. Digital Promise. https://doi.org/10.51388/20.500.12265/249

q2 · i? · review · r2

The primer reports, citing Rogat and Linnenbrink-Garcia (2011), that "Groups that have a positive climate seem to do shared regulation more often than groups with a negative climate." The claim is hedged ("seem to") and no effect size is printed.

"Groups that have a positive climate seem to do shared regulation more often than groups with a negative climate (Rogat & Linnenbrink-Garcia, 2011)."

Discussion¶

Related Claims¶

• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• PIA groups follow a strategic generate-options-to-implement cycle with fewer random idea attempts, while TFA groups loop through repeated metacognitive interactions and unproductive idea testing — related
• Participants reported that the trust-building collaborative environment enabled open and vulnerable sharing — related
• In-service teachers more often followed socioemotional challenges with monitoring, and the groups differed in recurrent self-loops of controlling versus monitoring — related
• Students perceive a low-stress climate—supportive teacher behavior and an undistressed social environment—as a critical condition for fun in learning — related
• Inviting students to share everyday experiences contributed to a safe, inclusive classroom climate in which students willingly shared personal experiences in life skills conversations. — related