Assessing students’ perceptions about classroom learning environments: the New What Is Happening In this Class (NWIHIC) instrument

Juan, Cai; Wen, Qingyun; Lombaerts, Koen; Jaime, Irma; Cai, Li

doi:10.1007/s10984-021-09383-w

Cited by 10 publications

(9 citation statements)

References 25 publications

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“…This is achieved through a shared sense of identity and support throughout the entire class. Students are found to be better motivated to engage in learning when supported by their peers (Cai et al, 2022). Cooperation and student cohesiveness was found to be positively linked with epistemological beliefs, which are the attitudes about the knowledge and its nature since students gain deeper insights into learning through enhanced cooperation (Yin et al, 2020;Yerdelen & Sungur, 2019).…”

Section: Cooperation /Student Cohesivenessmentioning

confidence: 99%

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

Ali

Khurma

Afari

et al. 2023

EURASIA J Math Sci Tech Ed

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To examine the relationship between students’ perceptions and their non-cognitive outcomes, this research uses secondary analysis of PISA data from 14,167 students in the United Arab Emirates. Seven factors of learning environment were identified after reviewing the literature. The findings reveal that six factors of the learning environments had a statistically significant association with epistemological beliefs. It was also found that three aspects of learning environments had a statistically significant association with self-efficacy. The results indicate that the three aspects of learning environments had a statistically significant association with anxiety. There was no association found between anxiety and any other teacher factors. The findings also show a positive and statistically significant relationship between students’ epistemological beliefs and self-efficacy, and a negative significant relationship between self-efficacy and anxiety. The research thus confirmed previous research by establishing a significant association between the nature of the learning environment and students’ cognitive outcomes.

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Section: Cooperation /Student Cohesivenessmentioning

confidence: 99%

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

Ali

Khurma

Afari

et al. 2023

EURASIA J Math Sci Tech Ed

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“…Unexpectedly, equity, teacher support, and student cooperation all had a slight detrimental effect on students' English learning outcomes. Previous research has focused on determining whether these variables exist in an EFL classroom (e.g., Cai et al 2021;Fraser, 1998), but little is known about how they affect learning outcomes. A few studies have found that students consistently score highly on these aspects in self-reported surveys (e.g., Daemi et al, 2017;Wang et al, 2017), which may reflect their natural predisposition to have a favorable attitude toward them in the classroom, but the direct effect remains unknown.…”

Section: Equity Teacher Support and Student Cooperation Have Potentia...mentioning

confidence: 99%

“…Early research has shown that increasing student cooperation, participation, and support can produce a useful and encouraging classroom atmosphere for learning English by reducing anxiety among students (Price, 1991) and making the classroom environment more comfortable and pleasurable (Olsen & Kagan, 1992). Cai et al (2021) recently investigated Chinese EFL students' perceptions of their English classroom environment and discovered cooperation as one factor shaping the learning environment, with girls more inclined to cooperate with their classmates, with group cooperation significantly improving their ability to use English. Wang et al (2017) previously said that students scored relatively higher on cooperation, implying that a positive interpersonal relationship might be recognized in teacher-student and student-student interactions.…”

mentioning

confidence: 99%

EFL classroom learning environment at a Thai university: What variables matter for low-proficiency students?

Waluyo

Arsyad

2022

J. appl. linguist. lit.

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This study investigated the EFL classroom learning environment at a university in Thailand from the perspective of low-English proficiency students. Using structural equation modelling, five hypotheses involving variables generated by students and teachers were investigated (SEM). According to the findings, task orientation in low-proficiency students was the key to boosting students' English course grades. In the case of low-proficiency students, equity, teacher support, and student cooperation were not found to be important. Student cohesion was also found to be an unreliable predictor of students' English grades. Because research on the classroom learning environment engaging low students is still limited, these findings suggest future investigation.

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“…Regarding CLE’s social, psychological, pedagogical, and physical aspects, the existing studies have been identified and explored to some extent. However, these studies tend to examine these four aspects either separately or in limited combinations, neglecting a comprehensive view (e.g., Aldridge et al, 2012 ; Chen et al, 2017 ; Cai et al, 2022a , b ). The approach in previous research fails to consider the holistic and interrelated nature of the CLE dimensions.…”

Section: Introductionmentioning

confidence: 99%

“…The impact of these cultural contexts on CLE is a very important topic. Pioneering work by Cai et al (2022a , b) and Dorman and Adams (2004) highlighted that characteristics of their CLE could vary significantly based on their cultural backgrounds. For example, the Chinese CLE, traditionally shaped by its historical and societal parameters, tends to prioritize exam-oriented content ( Lau and Lee, 2008 ), a competitive environment, teacher dominance ( Wang C. et al, 2018 ), and larger class sizes (e.g., Ning et al, 2015 ; Guo et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Comparing Chinese and Western classroom learning environment research: a bibliometric analysis and visualization

Cai,

Backer,

Vandermeersche

et al. 2023

Front. Psychol.

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A comprehensive cross-national understanding of the classroom learning environment (CLE) is critical to advancing CLE’s development. This study compares the English and Chinese CLE literature to enhance a complete understanding of CLE. We conducted bibliometric analysis on 3,130 English literature from Social Sciences Citation Index (SSCI) and 1,261 Chinese literature from the Chinese Social Sciences Citation Index (CSSCI). The results show that both Chinese and English literature focus on the influence of CLE on students’ cognitive and affective learning outcomes and the incorporation of information technology in CLE. The results also reveal the differences between Chinese and English literature from two perspectives: (1) Chinese CLE research mainly focuses on English education, and English CLE research mainly focuses on science education and (2) Chinese CLE research mainly analyzed the pedagogical aspect of CLE, while English CLE research focused on CLE’s social and psychological aspects. We also discussed that future research should focus on (1) the balance of analyzing CLE from the perspective of students and other educational stakeholders such as teachers and school leaders, (2) student differences from the pedagogical level, (3) the physical level of CLE, (4) the use of statistical methods such as structural equation modeling that can analyze the mechanisms underlying the effects of CLE on student learning, and (5) the interdisciplinary research on CLE.

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Assessing students’ perceptions about classroom learning environments: the New What Is Happening In this Class (NWIHIC) instrument

Cited by 10 publications

References 25 publications

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

EFL classroom learning environment at a Thai university: What variables matter for low-proficiency students?

Comparing Chinese and Western classroom learning environment research: a bibliometric analysis and visualization

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