The influence of the high school classroom environment on learning as mediated by student engagement

Abstract

Classroom learning environments are frequently assumed to exert their influence on learning indirectly, via student engagement. The present study examined the influence of environmental challenge and support on learning in high school classrooms, and the potential for student engagement to act as a mediator in this relationship. Data were collected in seven classrooms in six different subjects in several US high schools. The 104 students in these classes participated in the Experience Sampling Method (ESM) and reported records (N ¼ 254) of engagement, learning, and related experiential variables. Measures of the learning environment were also rated from video footage. Variations in the learning environment observed and rated from video were linked to students' realtime reactions to instruction synchronously. Results indicated that environmental support, but not environmental challenge, was significantly related with perceived learning. Multi-level path analyses revealed that the association between environmental supports and learning was mediated by student engagement. This mediating relationship held specifically for two components of environmental support: Motivational supports and supportive relationships. Implications are discussed for the benefit of practicing school psychologists, including strategies for facilitating motivational and relational support to enhance student engagement.

The Impact of the University Classroom on Managing the Socio-Educational Well-being: A Global Study

“…The revised literature recognizes certain design factors involved in the classroom and their level of impact, both on the motivation [2,43,49,50] and on the social relations of the students [28,38,45]. The impact factors of the university classroom on managing of socio-educational well-being are grouped into three dimensions: physical-environmental, socio-perceptual and motivational.…”

“…The physical-environmental dimension establishes the relationship between the physical factors or conditions of the environment and its influence on the development of learning processes. From a holistic perspective, a series of variables The design, quality and adequacy of learning spaces encourage students to maintain positive emotions, feel integrated and, thereby, to experience more favorable academic results [28,49,52,53]. Academic achievement is influenced by the articulation between the physical and architectural conditions of the building, and the social and perceptual environment that students appreciate from them, impacting their performance and motivation [50].…”

“…In addition, in the numerical skills assessment, American students were consistently below the OECD average. These results derive in the high interest in publishing articles to find the causes and solutions [49,99]. In this context, collaboration between countries in the publication of articles on the link between the university classroom and socio-educational well-being, mainly, is developed, among others, by scientific projects between different universities, conferences, symposia or scientific meetings [83,95,101].…”

The Complexity of Disengagement with Education and Learning: A Case Study of Young Offenders in a Secure Custodial Setting in England

“…Lawson (2017) categorised engagement research into three main approaches: statebased, process-based and trait-based/identity-laden The state based research focuses on how the learner responds to learning in context, concerned with creating a responsive environment that facilitates learning through effective relationships within a classroom situation (e.g. (Shernoff, Ruzek, & Sinha, 2017). The process-based approach is rooted in theories of motivation and that re-engagement processes that appeal to learner motivations is key in understanding engagement (e.g.…”

The Impact Technology Has Had on High School Education over the Years

“…The internet and wireless technology promote interlink amidst mobile gadgets with other computing devices such as computers, tablets, and other items (Hinostroza et al, 2016). Recently empirical research has revealed the benefits of using wireless technology and portable gadgets in high school learning surrounding to enhance accessibility and convenience of information interconnection (Shernoff et al, 2017). Helping students to participate in learning-related activities regardless of where they are, offering support to groups working on a plan, and improving communication and joint education in the classroom is essential.…”