Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes
This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was ba...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
Springer
2013
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| Online Access: | 951 http://hdl.handle.net/20.500.11937/49716 |
| _version_ | 1848758300481421312 |
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| author | Robinson, Esther Fraser, Barry |
| author_facet | Robinson, Esther Fraser, Barry |
| author_sort | Robinson, Esther |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was based on the What Is Happening In this Class? and assessed actual and preferred teacher support, involvement, cooperation and equity, exhibited sound factorial validity, internal consistency reliability and the ability to differentiate between classrooms. Parents perceived a more favourable actual classroom environment than students, but students preferred a more favourable environment than parents. Associations were found between kindergarten students’ achievement and attitudes and the nature of the learning environment. |
| first_indexed | 2025-11-14T09:41:48Z |
| format | Journal Article |
| id | curtin-20.500.11937-49716 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:41:48Z |
| publishDate | 2013 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-497162018-04-13T06:53:53Z Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes Robinson, Esther Fraser, Barry This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was based on the What Is Happening In this Class? and assessed actual and preferred teacher support, involvement, cooperation and equity, exhibited sound factorial validity, internal consistency reliability and the ability to differentiate between classrooms. Parents perceived a more favourable actual classroom environment than students, but students preferred a more favourable environment than parents. Associations were found between kindergarten students’ achievement and attitudes and the nature of the learning environment. 2013 Journal Article http://hdl.handle.net/20.500.11937/49716 10.1007/s10984-013-9138-6 951 Springer restricted |
| spellingShingle | Robinson, Esther Fraser, Barry Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes |
| title | Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes |
| title_full | Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes |
| title_fullStr | Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes |
| title_full_unstemmed | Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes |
| title_short | Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes |
| title_sort | kindergarten students' and parents' perceptions of science classroom environments: achievement and attitudes |
| url | 951 http://hdl.handle.net/20.500.11937/49716 |