| Abstract: | One of the strongest traditions during the past decade of classroom environment research has involved investigation of the predictability of students' cognitive and affective learning outcomes from their perceptions of psychosocial characteristics of their classrooms. Moreover numerous research programs involving many thousands of students from various nations have provided convincing and consistent support for the incremental predictive validity of student perceptions in accounting for appreciable amounts of variance in learning outcomes beyond that attributable to initial student characteristics such as pretest performance and general ability (see Walberg, Singh and Rasher, 1977; Haertel, Walberg and Haertel, 1979; Walberg, 1979; Fraser, 1980; Walberg and Haertel's paper in this issue).Although consistent with the previous research tradition involving the predictive validity of students' perceptions, the study reported here represents an important extension to prior research in two key ways. First, the present investigation involved the use of a new instrument, the Individualized Classroom Environment Questionnaire (Rentoul and Fraser, 1979), which measures perceptions of those learning environment dimensions which differentiate individualized and conventional classrooms. In contrast, previous studies have employed instruments such as the Learning Environment Inventory (Anderson and Walberg, 1976) or the Classroom Environment Scale (Moos and Trickett, 1974) which exclude some aspects of classroom environment particularly salient in individualized settings involving open or inquiry-based approaches. Second, while prior research has concentrated on the predictive validity of perceptions of actual classroom environment, the present study also examined the predictability of learning from the congruence between actual and preferred classroom environment (as derived from student perceptions on the individualized Classroom Environment Questionnaire). This proposition is based on the intuitively plausible notion that students who differ in their preferences for classroom individualization could achieve differentially depending upon the amount of actual individualization present in their classrooms. The major purpose of the present paper is to report analyses into the predictability of some cognitive and affective outcomes from (a) actual classroom individualization and (b) the congruence between actual and preferred individualization. |
