The Perceived Learning Environment's Effect on Students' Learning Outcomes: The Role of Students' Cognitive-Motivational Characteristics

• In Event: Investigating K–12 Learning Environments

Abstract

The present study examined the effect of the classroom psycho-social climate (CPSC) and teacher’s interpersonal behavior (TIB) on students’ achievement and attitudes in Language and Mathematics, and the mediational role of students’ cognitive-motivational characteristics, such as achievement goals and self-efficacy, regarding this effect. Participants were 984 students from 83 classrooms and 77 teachers, drawn from 50 randomly selected elementary schools in northern Greece. Students provided information about their CPSC, their TIB, their attitudes in Language and Mathematics, their self-efficacy and their achievement goals. Teachers’ rated students’ achievement in Language and Mathematics. Data were analyzed with structural equation modeling. Results supported the mediational role of students’ cognitive-motivational characteristics regarding the effect of the perceived learning environment on students’ outcomes.

Author

• Kyriakos S. Charalampous, University of Cyprus