ABSTRACT
This chapter describes dimensions of the classroom as a socio-learning environment and analyzes their probable effects as processes mediating between classroom composition and individual scholastic outcomes. It discusses the notion of differential sensitivity to environmental influences. The chapter outlines a research paradigm and several specific hypotheses. The symbolic message of a social environment refers to its capacity to structure identities and statuses on the basis of social attributes given to individuals and groups. H. H. Kelley's notion of normative influence might be viewed as an array of contextual factors arising in or created by a group and eliciting attitudes and behavior in the individual that suit the orientations and perspectives of that group. The normative and internal comparative dimensions express the motivational value of the class system of interpersonal relations, conveying standards and perceptions of achievement. The quality of scholastic interaction is a direct component of the quality of classroom learning.
