[pt] A pesquisa estuda o clima acadêmico e suas manifestações nas salas de aula e nas escolas do Rio de Janeiro que participam do Projeto Geres. O primeiro objetivo, a partir da revisão de literatura sobre escolas eficazes, foi verificar se o questionário do professor Geres consegue captar medidas de clima acadêmico. Com o tratamento estatístico apropriado, foram construídas sete escalas relacionadas ao conceito: quatro no nível da escola (liderança do diretor, responsabilidade pela aprendizagem, trabalho colaborativo e violência) e três no nível da sala de aula (interrupção de classe, utilização de recursos didáticos e práticas de leitura). Estas escalas foram submetidas a modelos de explicação da proficiência, cujo resultado revelou o que pesquisas nessa área já apontavam, ou seja, a dificuldade de olhar para sala de aula, especialmente nos anos iniciais da educação básica. / [en] The search studies the academic climate and his manifestations on the classrooms and on the schools in Rio de Janeiro what taking part of the GERES Project. The first goal, from the literature review about effective schools, was verify if the GERES teacher questionnaire can measure academic climate. With the appropriated static treatment, seven scales were built related to the concept: four of school level (principal leadership, responsible of apprenticeship, collaborated job and violence) and three of classroom level (interruption of class, utilization of resources didactic and practices of reading). These scales have been submitted to models of explanation from proficiency, whose result reveals what researches in this area had already indicated - the difficult of looking to classroom, especially in the early years of basic education.

Elliot and McGregor’s (2001) 2x2 model of achievement motivation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation relates to demographic factors (immigration age, gender, grade), perception of academic climate, and academic outcomes and how these associations change over time. Girls reported higher levels of mastery-avoidance achievement motivation and 8th graders reported a greater increase in mastery-approach achievement motivation over time. Perception of a task-focused academic climate moderated the association between mastery-approach achievement motivation and teacher-rated academic outcomes. The findings suggest 1) that Latino adolescents’ gender and grade level relate significantly to their achievement motivation 2) that perception of a task-performance focused academic climate plays an important role in their academic achievement.

Elliot and McGregor’s (2001) 2x2 model of achievement motivation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation relates to demographic factors (immigration age, gender, grade), perception of academic climate, and academic outcomes and how these associations change over time. Girls reported higher levels of mastery-avoidance achievement motivation and 8th graders reported a greater increase in mastery-approach achievement motivation over time. Perception of a task-focused academic climate moderated the association between mastery-approach achievement motivation and teacher-rated academic outcomes. The findings suggest 1) that Latino adolescents’ gender and grade level relate significantly to their achievement motivation 2) that perception of a task-performance focused academic climate plays an important role in their academic achievement.

Social exclusion in higher education can occur at multiple levels (e.g., systemic, institutional, interpersonal, individual), and individuals simultaneously hold multiple social identities that could influence their perceptions of academic climate. The current study utilized a mixed-methods convergent parallel design to explore the impact of multiple social identities, perceptions of academic climate, and the imposter phenomenon among psychology students. In the quantitative portion, participants (N = 142) completed an online survey related to gender centrality, academic climate, and imposter phenomenon. Gender group comparisons revealed that cisgender men indicated poorer perceptions of climate than cisgender women and gender minorities, but imposter phenomenon was higher among cisgender women and gender minorities than cisgender men. However, perceived academic climate did not mediate the relationship between gender and the imposter phenomenon nor did gender centrality moderate the indirect path of gender on imposter phenomenon through perceived academic climate. In the qualitative portion, participants (N = 14) provided insight, through semi-structured interviews, on the connectedness of perceived academic climate and imposter phenomenon based on the culmination of their multiple social identities. Six themes were identified through reflexive thematic analyses (1) benefits of psychology; 2) barriers of psychology; 3) privileged perspective; 4) stereotypic view of psychology; 5) imposter phenomenon connections; 6) enhancing and maintaining success). Integrated findings suggest a power shift within the context of psychology as individuals that hold traditionally subordinate social identities reported positive perceptions of academic climate, while individuals that hold traditionally dominant social identities perceived academic climate more poorly. However, positive perceptions of academic climate failed to combat the internalization of negative societal stereotypes of those in traditionally subordinate groups, which was associated with experiences of the imposter phenomenon. Future directions and implications for translating findings are discussed.

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