A Longitudinal Study of the Psychosocial Environmental and Learning Approaches in the Hong Kong Classroom

Abstract

Structural equation models linking cognitive and affective factors, approach to learning, and perceptions of the actual and preferred mathematics classroom environments were tested in a longitudinal study involving 356 secondary school students in Hong Kong. Models of acceptable fit that clarified the effects of classroom environment on how students learn and the outcomes they achieve were obtained. Numerous significant paths from prior learning experience to environmental variables were identified; the most salient path from classroom environment to learning outcomes was that between an enjoyable classroom environment and cognitive achievement. An enjoyable classroom environment mediated the causal relationship between a deep approach and high-level achievement. However, classroom environment did not seem to influence changes in approach to learning.