Longitudinal Analysis: Effect of Classroom Environment on Learner Motivation and Achievement
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- Masami Onodera
- Waseda University
Bibliographic Information
- Other Title
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- 学級状態の違いが学習意欲及び学力に及ぼす影響の縦断的検討
- ガッキュウ ジョウタイ ノ チガイ ガ ガクシュウ イヨク オヨビ ガクリョク ニ オヨボス エイキョウ ノ ジュウダンテキ ケントウ
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Abstract
The purpose of this study was to examine junior high school students’ learner motivation and achievement affected by the classroom environment they belonged to. 341 junior-high students’ data had been collected for 3 years was statistically analyzed. The researcher made 2 groups of students according to their classroom environments: the “good” classroom group consisted of students who belonged to well-managed classrooms during grade 7 and 8, and the “no-good” group had the remaining students. Next, the researcher compared the data of these 2 groups at the time of June of their third year (grade 9) regarding the students’ learner motivation scores and achievement test deviation scores. The t-test results showed that the “good” group scored significantly higher in terms of learner motivation and achievement as well.
Journal
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- The Japanese Journal of Classroom Management Psychology
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The Japanese Journal of Classroom Management Psychology 9 (0), 1-5, 2020
The Japanese Association of Classroom Management Psychology
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Details 詳細情報について
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- CRID
- 1390568617220435328
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- NII Article ID
- 130007983276
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- ISSN
- 21868751
- 24349062
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- HANDLE
- 2065/00074550
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- NDL BIB ID
- 030279304
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- Text Lang
- ja
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- Data Source
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- JaLC
- IRDB
- NDL
- CiNii Articles
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- Abstract License Flag
- Disallowed