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ERIC Number: ED185064
Record Type: RIE
Publication Date: 1979-Apr
Pages: 54
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Social-Psychological Environments and Learning: A Quantitative Synthesis.
Haertel, Geneva D.; And Others
Student perceptions of their classroom environment correlated consistently with end-of-course cognitive, affective, and behavioral learning outcomes, with or without statistical controls for ability, pretests, or both measures. Twelve classroom observation studies, kindergarten to grade 12, that reported simple, partial, and part correlations between perceptions and outcomes were selected; 734 correlations were calculated from a combined total of 17,805 students in 823 classes in 4 countries. Cognitive measures included conventional achievement tests and tests of understanding, thinking and formal reasoning; affective criteria included interest, motivation, and self-concept tests; behavioral measures included self-report activity inventories and attendance. Most studies used the Learning Environment Inventory (LEI) to measure student perceptions. Learning outcomes were positively associated on the LEI with cohesiveness, satisfaction, task difficulty, formality, goal direction, democracy, and environment; and negatively associated with friction, cliqueness, apathy, disorganization and favoritism. Jackknifed regression equations showed that the magnitudes of the correlations depended on specific scales, level of aggregation, and nation; but not on sample size, subject matter, learning outcome, or statistical adjustments for ability and pretests. (Summaries of the 12 studies are appended). (Author/CP)
Publication Type: Reports - Research; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Illinois Univ., Chicago. Chicago Circle Campus.
Identifiers: Australia; Canada; India; Learning Environment Inventory (Anderson et al); United States
Note: Paper presented at the Annual Meeting of the American Educational Research Association (63rd, San Francisco, CA, April 8-12, 1979).