The relation of psychological type and classroom environment perception to academic performance

o understand the sources of variance in academic performance there is a need to consider the influence of the classroom environment as well as the contribution of differences in psychological type. The bodies of research regarding classroom environment and psychological type are extensive and rich but have remained for all purposes separate lines of investigation. Within this investigation, high school students' perceptions of their classroom psycho-social environment were examined in conjunction with their psychological type (Sensing or Intuitive) to determine whether they differed in their perceptions of classroom environment and whether there was an interaction between type and perceptions of classroom environment with regard to academic performance. The results of a discriminant analysis demonstrated that Sensing and Intuitive students significantly (p...