Development and validation of an instrument to assess primary school students’ perceptions of the learning environment

Aldridge, Jill M.; Galos, Siobhan

doi:10.1007/s10984-017-9248-7

Cited by 6 publications

(3 citation statements)

References 52 publications

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“…There is precedence for this idea that positive attitudes felt during the commute, such as commute satisfaction, might spill over to influence job satisfaction (Calderwood & Mitropoulos, 2021). This might help explain why learning is positively associated with overall job satisfaction (Rowden, 2002;Rowden & Conine, 2005) and engagement (Maringka, 2014;Richter et al, 2011). Moreover, positive affect during learning signals pleasure and fulfillment from the learning activity and can increase one's selfefficacy for development (Maurer, 2001;Maurer, 2002), potentially reinforcing future attempts at CBL.…”

Section: Outcomes Of Cblmentioning

confidence: 99%

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Danna

Randall

Mahabir

2022

Organizational Psychology Review

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Though commuting is often seen as a source of stress, commuters may take advantage of travel time to pursue learning and developmental goals—a concept we refer to as Commute-Based Learning (CBL). We draw on self-regulation and learning and development theories to define CBL in terms of its context, content, and process and present the findings of a systematic review of multitasking activities in the transportation literature. This review demonstrates that (a) travel-based activities related to learning are increasingly prevalent, (b) people enjoy being productive during their commutes, and (c) commute mode and environmental characteristics impact multitasking and evaluations of the commute itself. We then integrate these review findings with psychological theories to propose a framework specifying the predictors of CBL, its benefits, and drawbacks, and the commute mode's moderating influence. These efforts yield several practical implications and future research directions to increase CBL's potential benefits while reducing potential harm. Plain Language Summary Although commuting can often be a source of stress, commuters may also take advantage of travel time to pursue learning and developmental goals—a concept we refer to as Commute-Based Learning (CBL).To emphasize the potential benefits and pitfalls of CBL, we draw on learning and development, self-regulation, multiple-goal pursuit, and multiple resource theories to define CBL in terms of its context (where it occurs), content (what it includes), and process (how it is done). Next, we present the findings of a systematic review ofresearch on multitasking activities in the transportation literature to gather evidence of the learning activities that commuters may pursue.This review demonstrates that (a) travel-based activities related to learning are increasingly prevalent, (b) people enjoy being productive during their commutes, and (c)commute mode and environmental characteristics impact multitasking and evaluations of the commute itself. We then integrate these findings from the transportation literature with psychological theories to propose a framework specifying the predictors of CBL (individual and organizational), its benefits (expertise, need satisfaction and well-being) and drawbacks (depletion, reduced safety), and the critical role of commute mode as a moderator of these relationships. Our definition and framework of CBL inform practical implications for improving the benefits of learning during the commute, while mitigating its potential drawbacks. We also present suggested directions for future multidisciplinary research. We hope this review provides insight into the state of the literature on commute-based learning and a clear research agenda for advancement in this broadly important, yet underdeveloped area.

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Section: Outcomes Of Cblmentioning

confidence: 99%

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Danna

Randall

Mahabir

2022

Organizational Psychology Review

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“…Die Meta-Analyse von Cerasoli et al (2018) weist darauf hin, dass Personen in höheren beruflichen Positionen stärker informelle Lerngelegenheiten nutzen (vgl. Hicks et al 2007;Maringka 2013). Darüber hinaus sind herausfordernde Berufe mit größerem individuellen Gestaltungsraum mit einem stärkeren informellen Lernverhalten verbunden (Raemdonck et al 2014).…”

Section: üBernahme Von Erweiterten Aufgabenbereichen Als Berufsbezoge...unclassified

Teachers’ use and determinants of informal learning opportunities in Germany

et al. 2023

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ZusammenfassungDie professionelle Tätigkeit als Lehrperson an Schulen bedarf einer fortlaufenden berufsbegleitenden Professionalisierung im gesamten Prozess der berufsbiografischen Entwicklung. Neben dem Besuch von Fort- und Weiterbildungen umfasst dieses Lernen auch die Nutzung so genannter informeller Lerngelegenheiten, die außerhalb von organisierten Veranstaltungen im Berufsalltag existieren und durch die Lehrperson selbst initiiert werden. In dieser Studie wird das bisher nur wenig erforschte Feld der berufsbegleitenden Professionalisierung von Lehrpersonen in den Blick genommen. Auf Grundlage einer repräsentativen schriftlichen Befragung von N = 405 Lehrpersonen aus Deutschland werden die faktorielle Struktur, die Nutzungshäufigkeiten informeller Lerngelegenheiten und ihre personalen und strukturellen Determinanten mithilfe von Strukturgleichungsmodellen analysiert. Die Befunde weisen insbesondere auf prädiktive Effekte einzelner demografischer und dispositionaler Merkmale der Lehrpersonen (Alter, Geschlecht, Quer- und Seiteneinstieg, Selbstwirksamkeitserwartung), aber auch von Berufsmerkmalen (Übernahme erweiterter Aufgaben und Funktionen in der Schule) auf die Nutzungshäufigkeit informeller Lerngelegenheiten hin. Schließlich zeigen sich Hinweise auf die Notwendigkeit einer Unterscheidung von Print- und Onlinemedien mit Blick auf das Rezeptionsverhalten. Die Rolle informeller Lerngelegenheiten im Kontext des gesamten Professionalisierungsprozesses von Lehrpersonen wird diskutiert.

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“…The general direction of education policy regarding the built environment appears convinced of the benefits of modern, innovative, flexible spaces (see, for instance, Abbiss, 2015; Benade and Jackson, 2017). This confidence is observed despite concerns about a lack of evidence regarding their impact on teaching and learning (Aldridge and Galos, 2017) or evidence to suggest that current design principles are tinkering with the wrong elements of design (Barrett et al., 2015). The single cell classroom has clearly fallen out of favour and the discourse associated with new learning environments is verging on hegemonic in its unquestionable status.…”

Section: Section Three: New Spatial Turns As a Politics Of Educationmentioning

confidence: 99%

Politics and place: Listening to the built learning environment

Heraud

Gibbons

Breen³

et al. 2018

Policy Futures in Education

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This article explores the ideological drivers behind learning environment discourses with a particular focus on the built environment and the ways in which the built environment narrates explicit and implicit ideology. The built environment reinforces ways of thinking in the day-to-day ordinary activities of the school space. However, it is important to recognise that both space and place are more than the built environment. In part, this paper’s task is to show how a theorisation of the relationship between policy and the built environment opens up a politics of space and place. The paper draws together the work of Penetito on place and Rancière on politics to provide a critique and theorisation of the experiences of school communities when subjected to the discourses of new learning environments. In order to engage in opening up to new ideas for policy making, the paper turns to space and place in design thinking. We look then to our knowledge of architecture, art and design to explore possibilities that remain somewhat under-imagined in contemporary theorisations of learning environments.

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Development and validation of an instrument to assess primary school students’ perceptions of the learning environment

Cited by 6 publications

References 52 publications

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Teachers’ use and determinants of informal learning opportunities in Germany

Politics and place: Listening to the built learning environment

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