Article 2014

Classroom psychosocial environment and course experiences in pre-service teacher education courses at an Australian university

DJ
Dorman, Jeffrey Paul
Studies in Higher Education
Journal · Vol. 39 · Issue 1 · pp. 34-47
Abstract

Research linking university students' perceptions of their classroom environment and course experiences was conducted in one Australian university. A sample of 495 students responded to the College and University Classroom Environment Inventory (CUCEI) and the Course Experience Questionnaire (CEQ). Multilevel regression analyses revealed that several CUCEI scales were significant predictors of CEQ scales. Overall, task orientation was the most potent predictor of all five CEQ scales: clear goals and standards, generic skills, good teaching, appropriate workload and appropriate assessment. Improvements in the classroom environment were linked to more positive course experiences which are being taken as indicators of institutional performance. It is recommended that more attention be paid to classroom environment in colleges and universities. © 2012 © 2012 Society for Research into Higher Education.

Keywords

Author Keywords

Classroom environment Course Experience Questionnaire pre-service courses

Index Keywords

Author Affiliations
Federation University Australia, Ballarat, VIC, Australia
Funding & Acknowledgements
No funding information
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