Effects of Learning Environments on Student Outcomes
Effects of Learning Environments on Student Outcomes

Author: Myint Swe Khine

Publisher:

Published: 2024-07-23

Total Pages: 0

ISBN-13: 9783725816071

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In recent years, there has been a surge of interest in school and curriculum reform worldwide. Educators and policymakers now recognize that success hinges on understanding the intricate connections between student learning, social and emotional factors, and the learning environment. Researchers have delved into the effects of the learning environment on student outcomes, exploring topics such as students' and teachers' perceptions, attitudes toward specific subjects, and cognitive achievements in diverse, multicultural settings. Additionally, studies have investigated how 21st-century learning environments enhance students' experiences. This volume provides a contemporary overview of the impact of learning environments on student outcomes. The articles within explore scientific insights, thought-provoking ideas, innovative approaches, and future-oriented scenarios across all levels of schooling-from primary to tertiary education, including out-of-school and online environments. The articles in this special issue draw on theoretical frameworks and best practices from intervention studies, learning-based experiments, and qualitative, quantitative and mixed-methods approaches.

Handbook of Research on Student Engagement
Handbook of Research on Student Engagement

Author: Amy L. Reschly

Publisher: Springer Nature

Published: 2022-10-19

Total Pages: 672

ISBN-13: 3031078535

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The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.

Living-learning Communities Effect on Students' Self-efficacy of Their Successful Social and Academic Transition to College
Living-learning Communities Effect on Students' Self-efficacy of Their Successful Social and Academic Transition to College

Author: Sarah Friswold-Atwood

Publisher:

Published: 2018

Total Pages:

ISBN-13:

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This study investigated the effect of the integrated learning environment fostered by Living-Learning Communities on students' self-efficacy towards their social and academic transition to college at a large regional institution in the Southeast. Grounded in a theoretical framework guided by Schlossberg's Model for Analyzing Human Adaptation to Transition and Bandura's Triadic Reciprocal Determinism, a two-part structural equation model analysis was conducted with SkyFactor survey data from 427 first-year students. The first analysis, which compared outcomes for LLC participants with non-participants, demonstrated a small statistically significant positive effect for LLC-participants perception of their housing environment. Regardless of LLC participation, the general housing environment had a positive direct effect on students' perception of their social and academic transition to college. Furthermore, the perception of social transition had a greater effect on students' academic transition as a mediating factor, when compared to the direct effect of the general housing environment. The second analysis, which only used data from LLC-participants, investigated the relationship between the LLC environment and perceived transition outcomes. The results showed the LLC environment did not have a statistically significant direct effect on students' perception of their academic transition. However, the support fostered by LLCs had a relatively large and significant effect on social transition and an indirect positive effect on academic transition. Implications for program structure, student outcomes, methods to cultivate meaningful relationships for shared leadership, and future research are discussed.

The Long Term Effects of Undergraduate Student Involvement Experiences on Cognitive and Affective Outcomes for Selected College Graduates at a Southern California University
The Long Term Effects of Undergraduate Student Involvement Experiences on Cognitive and Affective Outcomes for Selected College Graduates at a Southern California University

Author: Norman M. Fischer

Publisher:

Published: 1994

Total Pages: 416

ISBN-13:

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This study examines the long term effects of undergraduate involvement on advanced degree attainment, occupational choice, and other post-college outcomes. The I-E-O model and multivariate analysis with temporal sequencing were used to control for various input/background characteristics so that the effects of selected undergraduate and post-college involvement variables could be assessed. The concept of 'channeling' is used to explain some of the direct and indirect effects of independent variables on selected outcome measures. The sample subgroup used in testing the various hypotheses comprised those Pepperdine University students with CIRP files who graduated within five years after their initial enrollment (1976-81) and who also completed a 1993 follow-up questionnaire designed specifically for this study. As hypothesized, sutdent-student interaction has positive effects on advanced degree attainment, liveralism, and feminism. The hypothesized effects of student-student interaction on advanced degree attainment and career choice were only partially supported. Student-faculty interaction, as hypothesized, has positive effects on advanced degree attainment, income level, and liberalism. Interaction effects related to gender suggest that future studies on the effects of involvemnet on career choice, job satisfaction, and values should be done separately by gender. The fact that the effects of undergraduate involvement on political identity and feminism persist 12-17 years after college suggests that the college years represent a critical time in the formation of political beliefs and values. The results suggest that the theory of invovement is applicable over relatively long periods, and that it can and should be extended to incorporate various forms of post-college involvemment.

Examining the Impact of Student-perceived Relationships with Caregivers, Teachers, and Peers on Academic Performance Among High School Students with Social Emotional Behavioral Problems
Examining the Impact of Student-perceived Relationships with Caregivers, Teachers, and Peers on Academic Performance Among High School Students with Social Emotional Behavioral Problems

Author: Chelsea Anne Grant

Publisher:

Published: 2016

Total Pages: 116

ISBN-13: 9781339838786

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This study explored adolescents' perceptions of relationships with caregivers, teachers, and peers and their impact on school performance. Specifically, structural equation modeling was used to test direct and indirect effects of self-reported perceptions of different types of relationships on school engagement and academic performance for 647 high school students with social, emotional, and behavioral (SEB) problems. The results of this study yielded a model with moderately good fit when the general engagement latent construct was split into behavioral disengagement and cognitive engagement variables. In this model, teacher and caregiver relationships significantly predicted cognitive engagement, but not behavioral disengagement or academic performance. Teacher relationships was most strongly related to cognitive engagement and academic performance, while peer relationships was the strongest predictor of behavioral disengagement, although not significantly. Finally, the results showed relationships did not significantly impact academic performance via school engagement.