The purpose of our study was to examine the effects of two psychosocial features of the classroom environment (teacher support and personal relevance) on college students' academic self-efficacy and enjoyment of mathematics lessons. Data collected from 352 mathematics students attending three higher education institutions in the United Arab…

The program of research on teacher-student relationships described in this issue is an important part of the field of classroom learning environments, although it has its own distinctive and significant features. The questionnaire on teacher interaction (QTI), the main instrument used in this research, follows the strong tradition in learning…

Surveyed science students in Australia and Taiwan to explore their perceptions of seven dimensions of the classroom learning environment. Some students and teachers also completed interviews. Results highlighted differences in student attitudes between countries and emphasized the importance of cross-national studies to further understanding of…

The effects of classroom openness on student cognitive achievement is studied in terms of the agreement between actual and preferred degree of openness. (JMF)

Relationships between students' affective and cognitive outcomes and their perceptions of classroom psychosocial environment, as measured by the Individualized Classroom Environment Questionnaire and the Classroom Environment Scale, were investigated for a sample of 1,083 junior high school students in 116 classrooms. Sizable environment-outcome…

This study used the Science Laboratory Environment Inventory and skill and attitude measures to investigate associations between student outcomes and classroom environment for high school chemistry students. The nature of the classroom environment accounted for appreciable proportions of variance in both cognitive and affective outcomes beyond…

Background information about the importance of improving educational productivity, Walberg's nine-factor model of educational productivity, and the general approach followed in educational productivity research are outlined. The approach is aimed at identifying factors linked to the achievement and attitude scores of students. (TJH)

Research syntheses of individual bivariate studies of the effects of specific predictor variables on student outcomes are considered. Walberg's nine-factor model of educational productivity is used to organize the syntheses and to identify aptitudinal, instructional, and environmental variables linked with student achievement and learning. (TJH)

Meta-analyses of past studies in numerous countries on factors influencing student outcomes are synthesized to examine educational productivity in the learning of science. A systems approach and Walberg's productivity model are used to perform the analyses. (TJH)

Major issues in models of student learning (Carroll's, Bloom's, and Glaser's models) are discussed, and a model that retains the salient features of these models (time, prior learning, and learning processes) is outlined. The final model also addresses other facets having unique effects on achievement and interactions among facets. (TJH)

A multivariate study of factors linked to science achievement and attitude scores of 9-, 13-, and 17-year-old students (1,960, 2,025, and 1,955 subjects, respectively) tested Walberg's model of educational productivity. Analysis of data from the 1981-82 NAEP Assessment in Science supports bivariate study results concerning the model's validity.…

This monograph includes chapters on: (1) The Need for Educational Productivity Research; (2) Syntheses of Research on Factors Influencing Learning; (3) Contextual and Transactional Influences on Science Outcomes; (4) Identifying the Salient Facets of a Model of Student Learning: A Synthesis of Meta-Analysis; and (5) Use of National Survey Data in…

Study results from the Individualised Classroom Environment Questionnaire indicated a positive association between the degree of classroom individualization and student attitudes for 320 junior high school science students who were tested on dimensions of Personalization, Participation, Independence, Investigation and Differentiation. (Author/CM)

Uses a sample of 34 beginning secondary school teachers in Australia to obtain data on their perceptions of the relationship between five dimensions of school environment (affiliation, professional interest, achievement orientation, formalization, and innovativeness) and five dimensions of classroom environment (personalization, participation,…

Examines the development and validation of a new instrument that assesses student perceptions of gender equity, investigation, innovation, and resource adequacy in computer-assisted learning. A survey of 671 high school students in Singapore revealed that each scale displayed satisfactory validity and reliability. (65 references) (Author/AEF)