The purpose of this study was to assess classroom environments, as measured by the Classroom Environment Scale, Form R (CESR) and as perceived by high school instrumental and choral students and teachers (N = 1,843) in performing ensembles, to determine whether any significant differences existed between CESR subject scores according to musical achievement (contest ratings), status (teacher or student), sex, or type of performing group (instrumental or choral). Statistical analysis revealed significant differences in all these areas.
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