Psychosocial Environment and Affective Outcomes in Technology-Rich Classrooms: Testing a Causal Model

Autor/inn/en	Dorman, Jeffrey P.; Fraser, Barry J.
Titel	Psychosocial Environment and Affective Outcomes in Technology-Rich Classrooms: Testing a Causal Model
Quelle	In: Social Psychology of Education: An International Journal, 12 (2009) 1, S.77-99 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-008-9069-8
Schlagwörter	Student Attitudes; Structural Equation Models; Outcomes of Education; Computer Uses in Education; Factor Analysis; Foreign Countries; Classroom Environment; Affective Behavior; Affective Measures; High School Students; Educational Technology; Correlation; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Lernleistung; Schulerfolg; Computernutzung; Faktorenanalyse; Ausland; Klassenklima; Unterrichtsklima; Affective disturbance; Active behaviour; Affektive Störung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsmedien; Korrelation; Australien
Abstract	Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. A sample of 4,146 high school students from Western Australia and Tasmania responded to the TROFLEI and three student outcome measures: attitude to the subject, attitude to computer use and academic efficacy. Confirmatory factor analysis using LISREL supported the 10 scale a priori structure of the instrument. Structural equation modeling using LISREL was used to test a postulated model involving antecedent variables, classroom environment and outcomes. The modeling indicated that: improving classroom environment has the potential to improve student outcomes, antecedents did not have any significant direct effect on outcomes, and academic efficacy mediated the effect of several classroom environment dimensions on attitude to subject and attitude to computer use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10