Psychosocial Climate on Sixth Grade The Role of Classroom Students’ Emotional Creativity

The purpose of this study is to investigate the potential role of the class psychosocial climate in the emotional creativity of sixth-grade students in Golbahar district, Iran. This is a practice- and survey-based research and the population studied in this study was all sixth grade male and female students in public and non-governmental schools, 1676 people. The number of statistical samples was determined using Karajsi and Morgan tables and selected by cluster and random sampling method. Using the class psychosocial climate questionnaire by Fraser, Giddings, and McRobbie (1995), and the emotional creativity questionnaire by April and Thomas Nowles (1991) to gather information. A total of 286 questionnaires were distributed and recorded. The research hypothesis was tested by using SPSS version 24.The results indicated a meaningful association of the class psychosocial climate with the students’ emotional creativity. Also no evidence of a significant link between the class psychosocial climate and emotional creativity was observed in public and private schools, but the sex difference in all factors showed significantly different values. Therefore, it is possible to establish a more desirable psychosocial climate by taking measures to manage the classroom and use the opinions and suggestions of the students. Also used workshops and counseling to help students regulate their emotions with knowledge and awareness and improve students' emotional creativity.