Classroom learning environments and students' approaches to learning
Dart, Barry C., Burnett, Paul C., Boulton-Lewis, Gillian M., Campbell, Jenny, Smith, David, & McCrindle, Andrea R. (1999) Classroom learning environments and students' approaches to learning. Learning Environments Research, 2(2), pp. 137-156.
Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire, the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging active participation in the learning process and the use of investigative skills in learning activities. High learner self concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation. It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed and strategies for facilitating Deep Approaches to learning are referred to.
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|Item Type:||Journal Article|
|Additional Information:||For more information, please refer to the journal’s website (see hypertext link) or contact the author.|
|Keywords:||learning environment, learning processes, self, concept|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)|
|Divisions:||Current > QUT Faculties and Divisions > Division of Research and Commercialisation
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Design
Current > Schools > School of Psychology & Counselling
|Copyright Owner:||Copyright 1999 Springer|
|Copyright Statement:||The original publication is available at SpringerLink
|Deposited On:||05 Feb 2008 00:00|
|Last Modified:||08 Jun 2010 15:58|
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