Learning environment and student effort

Abstract

Purpose – The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach – The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The survey covers all students attending the seventh (last year of primary school) and tenth (last year of lower secondary school) grades in Norwegian compulsory education. Since the survey has been conducted every year since 2006/2007, we can apply panel data methods to reduce the potential for omitted variable problems. Findings – Student satisfaction with teacher guidance, materials and social environment plays an important role in stimulating effort both in class and with homework. Satisfaction with physical work conditions is of less importance, but does stimulate in-class effort among the younger students. Heterogeneity across the genders for tenth graders is also observed. In particular, bullying and satisfaction with teacher guidance are more important determinants for males’ than for females’ effort. Practical implications – The results indicate that school managers should focus attention on improving not only the quality of teachers and teaching materials, but also the social environment at the school in order to stimulate more student effort. Originality/value – The results contribute to the literature studying student effort and educational outcomes by providing information on how different school factors affect student effort.

Teachers’ Perceptions of Gender Differences -What about Boys and Girls in the Classroom?

“…Furthermore, there are a connection between learning and secure relationships, where security and a tolerant classroom climate create supportive conditions for the students' learning, a context that is particularly prominent when the students are younger, such as in primary school, and particularly for boys (Francis, Skelton & Read, 2010;Patrick, Kaplan, & Ryan, 2011). Competing and avoidance strategies are increasing in the group of boys under unsafe conditions, and there is a greater risk that boys will not try their best in school due to fear of failing (Hopland & Nyhus, 2016;Jackson, 2006;Marks, 2000). The teachers' leadership, which supports boys' motivation and interest in schoolwork, creates a favourable classroom climate.…”

“…The teachers' leadership, which supports boys' motivation and interest in schoolwork, creates a favourable classroom climate. Boys more than girls need to know what is expected of them (Hopland & Nyhus, 2016).…”

“…A constructive learning environment is important due to the fact that boys' academic performance is dependent on the teacher's positive leadership and on the social climate in the classroom (Hopland, & Nyhus, 2016;Francis et al, 2010;Jackson, 2006;Marks, 2000;Patrick et al, 2011). Under insecure conditions, the social climate between the boys toughens and the competition increases, which could lead to more boys exhibiting avoidance strategies (cf.…”

“…Under insecure conditions, the social climate between the boys toughens and the competition increases, which could lead to more boys exhibiting avoidance strategies (cf. Hopland & Nyhus, 2016;Jackson, 2006).…”

The Impact of Blackboard LMS on Teaching Research Method Course for Technology Studies Graduate Students at the Arabian Gulf University

“…Knowledge of the factors that influence satisfaction with e-learning initiatives can help improve such courses. Hopland and Nyhus [15], explored the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. The authors used data from a nationwide and compulsory survey to analyze the relationship between the learning environment and student effort.…”