A LONGITUDINAL-STUDY OF THE PSYCHOSOCIAL ENVIRONMENTAL AND LEARNING APPROACHES IN THE HONG-KONG CLASSROOM

Structural equation models linking cognitive and affective factors, ap proach to learning, and perceptions of the actual and preferred mathem atics classroom environments were tested in a longitudinal study invol ving 356 secondary school students in Hong Kong. Models of acceptable fit that clarified the effects of classroom environment on how student s learn and the outcomes they achieve were obtained. Numerous signific ant paths from prior learning experience to environmental variables we re identified; the most salient path from classroom environment to lea rning outcomes was that between an enjoyable classroom environment and cognitive achievement. An enjoyable classroom environment mediated th e causal relationship between a deep approach and high-level achieveme nt. However, classroom environment did not seem to influence changes i n approach to learning.