Student engagement as a function of environmental complexity in high school classrooms
David J. Shernoff, Rutgers University, United States ; Sean Kelly, University of Pittsburgh, United States ; Stephen M. Tonks, Brett Anderson, Northern Illinois University, United States ; Robert F. Cavanagh, Curtin University, Australia ; Suparna Sinha, Rutgers University, United States ; Beheshteh Abdi, Northern Illinois University, United States
Learning and Instruction Volume 43, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
The purpose of this study was to investigate the linkage between the quality of the learning environment and the quality of students' experience in seven high school classrooms in six different subject areas. The quality of the learning environment was conceptualized in terms of environmental complexity, or the simultaneous presence of environmental challenge and environmental support. The students (
Shernoff, D.J., Kelly, S., Tonks, S.M., Anderson, B., Cavanagh, R.F., Sinha, S. & Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction, 43(1), 52-60. Elsevier Ltd. Retrieved March 19, 2019 from https://www.learntechlib.org/p/199574/.