This doctoral study contributes to the growing body of research about classroom emotional climate. This study demonstrated that unsuccessful classroom interactions involving disruptive students perpetuated a cycle of non-membership in the classroom and further unsuccessful interactions. This cycle led to negative emotional energy and negative perceptions of classroom emotional climate for these students. However, introducing ongoing cogenerative dialogue where students experienced successful interactions with the classroom teacher, provided impetus for these students to transfer their membership of cogenerative dialogue into the classroom setting. This created a cycle of positive interactions, reaffirming their membership of the classroom group.
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