A longitudinal study of the psychosocial environmental and learning approaches in the Hong Kong classroom

A longitudinal study of the psychosocial environmental and learning approaches in the Hong Kong classroom

• Wong, Ngai Ying Dept. of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong
• Watkins, David University of Hong Kong

Journal of Educational Research, 91(4), 247-254, 1998

Routledge

1998

• F 教與學
  • FG 教室管理和控制
• F 教與學
  • FH 教室溝通
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題
• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCC 教學方法與效果

Fit Students Model Productivity Achievement Perceptions Goodness Teachers

• Hong Kong

• 1997.7 onwards

• 中學教育

Structural equation models linking cognitive and affective factors, approach to learning, and perceptions of the actual and preferred mathematics classroom environments were tested in a longitudinal study involving 356 secondary school students in Hong Kong. Models of acceptable fit that clarified the effects of classroom environment on how students learn and the outcomes they achieve were obtained. Numerous significant paths from prior learning experience to environmental variables were identified; the most salient path from classroom environment to learning outcomes was that between an enjoyable classroom environment and cognitive achievement. An enjoyable classroom environment mediated the causal relationship between a deep approach and high-level achievement. However, classroom environment did not seem to influence changes in approach to learning.
[Copyright of Journal of Educational Research is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00220679809597550]

• 英文

期刊論文

• 00220671

• 10.1080/00220679809597550

https://bibliography.lib.eduhk.hk/tc/bibs/dd60321a

2010-09-06