Abstract:

Classroom climate is a significant concept that influences both students' learning levels and their social and emotional development. Receiving an education in a positive classroom climate has a fostering effect on students’ development. Accordingly, the study aimed to evaluate the nursing students' perceptions of classroom climate and associated factors. This descriptive and cross-sectional study was carried out with 417 volunteer students out of 786 students studying at the nursing department of a health sciences faculty of a university. The data were collected using the Information Form and the Classroom Climate Inventory and were analyzed with the number, percentage, mean, ANOVA, and t-test. According to students' perceptions, the classroom climate inventory total score was 50.43±15.37. Male students (t= -2.016 p=0.044), first and fourth-grade students (p<0.05), those who thought that instructors supported in-class collaboration (t=9.387 p=0.000), who felt a sense of belongingness to the class (t=10.061 p=0.000), who were satisfied with the basic vocational courses (t=6.871 p=0.000), and who evaluated the communication between students as positive (t=13.161 p=0.000) had statistically significantly higher scores in the classroom climate inventory. Students generally had average positive perceptions about classroom climate. However, the class climate perceptions of the following students were higher: male students, first and fourth grade students, those feeling satisfied with basic vocational courses, those who thought that instructors supported in-class collaboration, who felt a sense of belongingness to the classroom and who evaluated the communication among students as positive.

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