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EFFECTS OF CLASSROOM PSYCHOSOCIAL ENVIRONMENT ON STUDENT LEARNING
Author(s) -
FRASER B. J.,
FISHER D. L.
Publication year - 1982
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1982.tb02525.x
Subject(s) - psychology , psychosocial , perception , cognition , developmental psychology , learning environment , mathematics education , psychiatry , neuroscience
S ummary . A strong tradition of prior research on psychosocial classroom learning environments in various countries has established that student classroom environment perceptions account for appreciable amounts of variance in cognitive and affective learning outcomes, often beyond that attributable to pre‐test performance, general ability, or both. Although the Learning Environment Inventory is the instrument most widely used in previous studies, remarkably little evidence is available about relationships between students' learning and their perceptions on the My Class Inventory (MCI), a simplified version of the LEI for use with 8‐ to 12‐year‐olds. The present study explored environment‐learning relationships using the MCI among a sample of 2,305 12‐year‐olds in 100 classrooms. Using the class mean as the unit of analysis, responses to the MCI during the year were related to performance on two cognitive outcomes and one affective outcome at the end of the year (with corresponding beginning‐of‐year outcome performance and general ability controlled in some analyses). Multiple, semipartial multiple and canonical correlation analyses revealed significant relationships between learning outcomes and perceptions on the MCI.