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Effect of autonomous versus controll...

Northern Illinois University., Teaching and Learning.

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Effect of autonomous versus controlling learning environments on Indian-American students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effect of autonomous versus controlling learning environments on Indian-American students./
作者:	Johnson, Andria.
面頁冊數:	118 p.
附註:	Advisers: Drew Kemp; Carla Shaw.
Contained By:	Masters Abstracts International47-06.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=1465315
ISBN:	9781109184631

Effect of autonomous versus controlling learning environments on Indian-American students.
Johnson, Andria.

Effect of autonomous versus controlling learning environments on Indian-American students. - 118 p.

Advisers: Drew Kemp; Carla Shaw.

Thesis (M.S.Ed.)--Northern Illinois University, 2009.

This study investigated the effect of autonomous versus controlling environments on Indian-American students who attend school in the United States. It sought to add to the body of knowledge that autonomous environments have salience for students from non-western cultures. It was hypothesized that students in autonomous environments would display higher achievement, effort, and intrinsic motivation. There were no controlling teachers found in this study, so all of the students were in autonomous classrooms. The hypothesis was suppported in part since most of the students showed high achievement and effort in their autonomous environments. Unfortunately, a comparison to students in controlling environments was not possible. For this reason, the teachers were divided into three autonomous groups (low autonomy, moderate autonomy, and high autonomy). One significant difference was found: the students in the least autonomous group had higher math achievement scores than students in the moderately autonomous group. No significant differences were found amoung the other measures. The results are discussed with regard to self-detemination theory in students whose families are from non-western cultures.

ISBN: 9781109184631Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Effect of autonomous versus controlling learning environments on Indian-American students.
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520 $a This study investigated the effect of autonomous versus controlling environments on Indian-American students who attend school in the United States. It sought to add to the body of knowledge that autonomous environments have salience for students from non-western cultures. It was hypothesized that students in autonomous environments would display higher achievement, effort, and intrinsic motivation. There were no controlling teachers found in this study, so all of the students were in autonomous classrooms. The hypothesis was suppported in part since most of the students showed high achievement and effort in their autonomous environments. Unfortunately, a comparison to students in controlling environments was not possible. For this reason, the teachers were divided into three autonomous groups (low autonomy, moderate autonomy, and high autonomy). One significant difference was found: the students in the least autonomous group had higher math achievement scores than students in the moderately autonomous group. No significant differences were found amoung the other measures. The results are discussed with regard to self-detemination theory in students whose families are from non-western cultures.
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