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

    236360_236360.pdf (392.4Kb)
    Access Status
    Open access
    Authors
    Shernoff, D.
    Kelly, S.
    Tonks, S.
    Anderson, B.
    Cavanagh, Rob
    Sinha, S.
    Abdi, B.
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Shernoff, D. and Kelly, S. and Tonks, S. and Anderson, B. and Cavanagh, R. and Sinha, S. and Abdi, B. 2015. Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction. 43: pp. 52-60.
    Source Title
    Learning and Instruction
    DOI
    10.1016/j.learninstruc.2015.12.003
    ISSN
    0959-4752
    School
    School of Education
    Remarks

    This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by-nc-nd/4.0/

    URI
    http://hdl.handle.net/20.500.11937/14775
    Collection
    • Curtin Research Publications
    Abstract

    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.

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