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An operational test of a three‐factor theory of classroom social perception
Author(s) -
Walberg Herbert J.,
Rasher Sue Pinzur,
Singh Rampal
Publication year - 1977
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197710)14:4<508::aid-pits2310140424>3.0.co;2-h
Subject(s) - operationalization , psychology , generalizability theory , socioeconomic status , social psychology , perception , test (biology) , sample (material) , variance (accounting) , developmental psychology , mathematics education , demography , paleontology , chemistry , accounting , epistemology , chromatography , neuroscience , sociology , business , biology , population , philosophy
To test the cross‐cultural generalizability of measures of student perception of the social enviornment of learning and an operationalization of the social environment of learning and an operationalization of a three‐factor theory of the social‐psychological properties of small groups (Moos‐Bales), the mean end‐of‐course achievement scores of 166 groups of studious and nonstudies members of 83 general science classes randomly sampled in the State of Rajasthan, India, were regressed on group perception of affect, task orientation, and competitveness (derived from scales of the Learning Enviornment Inventory, LEI, translated into Hindi) and control variables–school and teacher characteristics, and student IQ sex, and socioeconomic status. Nine variables selected for unique contribution to accountable variance in achievement included the four perceptual factors, produced a multiple correlation R of .86, and a cross‐validated R of .83 in an independent sample of 67 social studies casses.