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An examination of 8th grade students...

Harris, Linda.

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An examination of 8th grade students' perceptions of learning environment in relation to their academic performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An examination of 8th grade students' perceptions of learning environment in relation to their academic performance./
作者:	Harris, Linda.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
標題:	Middle school education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3604935
ISBN:	9781303609534

An examination of 8th grade students' perceptions of learning environment in relation to their academic performance.
Harris, Linda.

An examination of 8th grade students' perceptions of learning environment in relation to their academic performance. - 131 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2014.

This item must not be sold to any third party vendors.

Four decades of learning environment research has consistently demonstrated that students' perceptions of their classroom environments can influence a variety of developmental outcomes. Nevertheless, despite persistent achievement gaps that continue to beleaguer schools across the nation, scant research has focused primarily on the relationship between students' classroom perceptions and preferences and their academic performance outcomes. The purpose of this study was to explore the nature of this relationship, focusing specifically on students' person-environment fit (PE fit) and standardized test scores in writing. Quantitative survey data was obtained from grade eight students in an urban New England middle school using a new survey instrument, i.e., the Constructivist-Oriented Learning Environment Survey (COLES), while PE fit and sociocultural learning theories served as a framework for the investigation. Although this study, similar to prior research, found significant differences between students' perceptions and preferences within their classroom, some unique gender differences relative to students' PE fit were also revealed. For example, girls' reported significantly greater PE fit variances than boys in the areas of teacher support and involvement. Alternately, boys' PE fit relative to task focus was correlated with all three measures of academic performance, whereas none of the girls' PE fit measures correlated with any of the academic performance measures. Additional descriptive data provided meaningful insights into what is or is not working for students in their classrooms and how seemingly distant district decision-making may influence students' perceptions.

ISBN: 9781303609534Subjects--Topical Terms:

969762
Middle school education.

An examination of 8th grade students' perceptions of learning environment in relation to their academic performance.
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520 $a Four decades of learning environment research has consistently demonstrated that students' perceptions of their classroom environments can influence a variety of developmental outcomes. Nevertheless, despite persistent achievement gaps that continue to beleaguer schools across the nation, scant research has focused primarily on the relationship between students' classroom perceptions and preferences and their academic performance outcomes. The purpose of this study was to explore the nature of this relationship, focusing specifically on students' person-environment fit (PE fit) and standardized test scores in writing. Quantitative survey data was obtained from grade eight students in an urban New England middle school using a new survey instrument, i.e., the Constructivist-Oriented Learning Environment Survey (COLES), while PE fit and sociocultural learning theories served as a framework for the investigation. Although this study, similar to prior research, found significant differences between students' perceptions and preferences within their classroom, some unique gender differences relative to students' PE fit were also revealed. For example, girls' reported significantly greater PE fit variances than boys in the areas of teacher support and involvement. Alternately, boys' PE fit relative to task focus was correlated with all three measures of academic performance, whereas none of the girls' PE fit measures correlated with any of the academic performance measures. Additional descriptive data provided meaningful insights into what is or is not working for students in their classrooms and how seemingly distant district decision-making may influence students' perceptions.
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