APA 6th Edition Vlahek, I. (2016). RAZREDNO-NASTAVNO OZRAČJE I RADNO ISKUSTVO UČITELJA. Život i škola, LXII (2), 119-130. Preuzeto s https://hrcak.srce.hr/179031
MLA 8th Edition Vlahek, Ivana. "RAZREDNO-NASTAVNO OZRAČJE I RADNO ISKUSTVO UČITELJA." Život i škola, vol. LXII, br. 2, 2016, str. 119-130. https://hrcak.srce.hr/179031. Citirano 23.04.2021.
Chicago 17th Edition Vlahek, Ivana. "RAZREDNO-NASTAVNO OZRAČJE I RADNO ISKUSTVO UČITELJA." Život i škola LXII, br. 2 (2016): 119-130. https://hrcak.srce.hr/179031
Harvard Vlahek, I. (2016). 'RAZREDNO-NASTAVNO OZRAČJE I RADNO ISKUSTVO UČITELJA', Život i škola, LXII(2), str. 119-130. Preuzeto s: https://hrcak.srce.hr/179031 (Datum pristupa: 23.04.2021.)
Vancouver Vlahek I. RAZREDNO-NASTAVNO OZRAČJE I RADNO ISKUSTVO UČITELJA. Život i škola [Internet]. 2016 [pristupljeno 23.04.2021.];LXII(2):119-130. Dostupno na: https://hrcak.srce.hr/179031
IEEE I. Vlahek, "RAZREDNO-NASTAVNO OZRAČJE I RADNO ISKUSTVO UČITELJA", Život i škola, vol.LXII, br. 2, str. 119-130, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/179031. [Citirano: 23.04.2021.]
Sažetak Classroom atmosphere is increasingly seen as a key element of school, class, comprehensive guideline of academic development of young people. It connects with the classic variables development of students in school: school achievement, access school and learning, motivation, behavior, development of social relationships, self-awareness and interest. It covers the full range of educational factors, from the physical environments to the psychological atmosphere that is created through social contexts, as well as numerous components associated with the characteristics of teachers and their behavior. The main objective of this study was to examine differences in the perceived classroom atmosphere with regard to academic achievement of students, gender students and years of service of teachers as well as possible interactions of these variables. The study used a questionnaire "My class inventory", and was attended by 415 pupils of the third and fourth grade. The results showed that students who have teachers with more seniority perceived greater satisfaction in the classroom, they feel a greater connection within a class section, less difficulty in adopting the teaching content and less tension. The differences in the perception of dimension classroom atmosphere with regard to gender proved that to be only the dimension of difficulty (female students perceive less difficulty in relation to the male students).