Student engagement as a function of environmental complexity in high school classrooms

被引：130

作者：

Shernoff, David J. ^{[1
]}

Kelly, Sean ^{[2
]}

Tonks, Stephen M. ^{[3
]}

Anderson, Brett ^{[3
]}

Cavanagh, Robert F. ^{[4
]}

Sinha, Suparna ^{[1
]}

Abdi, Beheshteh ^{[3
]}

机构：

[1] Rutgers State Univ, Ctr Math Sci & Comp Educ, 118 Frelinghuysen Rd, Piscataway, NJ 08854 USA

[2] Univ Pittsburgh, Sch Educ, 4308 Wesley W Posvar Hall,230 South Bouquet St, Pittsburgh, PA 15260 USA

[3] No Illinois Univ, Dept Leadership Educ Psychol & Fdn, Coll Educ, Graham Hall, De Kalb, IL 60115 USA

[4] Curtin Univ, Kent St, Bentley, WA 6845, Australia

来源：

LEARNING AND INSTRUCTION | 2016年 / 43卷

关键词：

Student engagement; Learning environments; Classrooms; High school; Experience sampling method; SOCIAL COMPETENCE; TEACHERS; ACHIEVEMENT; AUTONOMY; PSYCHOLOGY; MOTIVATION; CONTEXT; SUPPORT;

D O I：

10.1016/j.learninstruc.2015.12.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to investigate the linkage between the quality of the learning environment and the quality of students' experience in seven high school classrooms in six different subject areas. The quality of the learning environment was conceptualized in terms of environmental complexity, or the simultaneous presence of environmental challenge and environmental support. The students (N = 108) in each class participated in the Experience Sampling Method (ESM) measuring their engagement and related experiential variables. Concurrently, environmental complexity and its subdimensions were observed and rated from video with a new observational instrument, The Optimal Learning Environments - Observational Log and Assessment (OLE-OLA). Using two-level HLM regression models, ratings from the OLE-OLA were utilized to predict student engagement and experiential variables as measured by the ESM. Results showed that environmental complexity predicted student engagement and sense of classroom self-esteem. Implications for research, theory and practice are discussed. (C) 2016 The Authors. Published by Elsevier Ltd.

引用

页码：52 / 60

页数：9

共 69 条

[21] Fraser B.J., 1998, Learning Environments Research, V1, P7, DOI DOI 10.1023/A:1009932514731
[22] Furlong MJ, 2014, EDUC PSYCHOL HANDB, P1
[23] Gardner H., 1993, CREATING MINDS ANATO
[24] Characteristics of teaching and students' emotions in the classroom: Investigating differences across domains
Goetz, Thomas
Luedtke, Oliver
Nett, Ulrike E.
Keller, Melanie M.
Lipnevich, Anastasiya A.
[J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2013, 38 (04) : 383 - 394
[25] Beliefs and engagement structures: behind the affective dimension of mathematical learning
Goldin, Gerald A.
Epstein, Yakov M.
Schorr, Roberta Y.
Warner, Lisa B.
[J]. ZDM-MATHEMATICS EDUCATION, 2011, 43 (04): : 547 - 560
[26] Hektner J. M., 2001, BECOMING ADULT, P95
[27] Hektner Joel M., 2011, Experience Sampling Method
[28] The four-phase model of interest development
Hidi, Suzanne
Renninger, K. Ann
[J]. EDUCATIONAL PSYCHOLOGIST, 2006, 41 (02) : 111 - 127
[29] Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis
Hughes, JN
Kwok, OM
[J]. JOURNAL OF SCHOOL PSYCHOLOGY, 2006, 43 (06) : 465 - 480
[30] The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement
Junco, Reynol
[J]. COMPUTERS & EDUCATION, 2012, 58 (01) : 162 - 171

← 1 2 3 4 5 6 7 →