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Student engagement as a function of environmental complexity in high school classrooms
ARTICLE

, Rutgers University, United States ; , University of Pittsburgh, United States ; , , Northern Illinois University, United States ; , Curtin University, Australia ; , Rutgers University, United States ; , Northern Illinois University, United States

Learning and Instruction Volume 43, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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 (

Citation

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 June 17, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2015.12.003

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