ACHIEVEMENT AND SELF-REPORTS OF RESPONSIBILITY FOR ACHIEVEMENT IN INFORMAL (OPEN-SPACE) AND TRADITIONAL CLASSROOMS
| Autor: | David S. Abrahamson, Anne E. Bell, Rosemary Growse |
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| Rok vydání: | 1977 |
| Předmět: |
Longitudinal study
Multivariate analysis Stepwise discriminant analysis media_common.quotation_subject education Educational psychology Academic achievement Space (commercial competition) Education Developmental psychology Reading (process) Developmental and Educational Psychology Mathematics education Predictive testing Psychology media_common |
| Zdroj: | British Journal of Educational Psychology. 47:258-267 |
| ISSN: | 0007-0998 |
| DOI: | 10.1111/j.2044-8279.1977.tb02354.x |
| Popis: | SUMMARY. Multivariate analysis showed that subsequent to the third year in a longitudinal study, 40 children chosen at random from traditional classrooms were superior in reading and math problem-solving, but less willing to accept responsibility for negative intellectual events, when compared with 40 children from an informal, open-space school. The groups had shown no significant differences due to type of school or sex of subject on a pre-school predictive test battery. Differences were attributable only to type of school at the fourth year. When stepwise discriminant analysis was employed with these groups only problem-solving and concepts in mathematics entered the multiple regression equation as significant predictors of group membership. |
| Databáze: | OpenAIRE |
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