Abstract
High school classes were assigned to five types using the Holland typology, and the climates were assessed using the Classroom Environment Scale. Results for the most part supported the descriptive propositions of Holland’s classification. For example, Investigative classes such as mathematics and science tended to emphasize task orientation and teacher control but to de-emphasize involvement, affiliation, and innovation. However there were some surprises, and Holland’s hexagonal model of the similarity between types received only weak support.
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