|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|87170||2017||9 صفحه PDF||سفارش دهید||8899 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Learning and Individual Differences, Volume 54, February 2017, Pages 51-59
Using a large and representative sample of 1882 children from 60 preschools in China, this study examined how classroom quality was associated with preschool children's approaches to learning. Certified observers rated classroom quality using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) according to three domains: emotional support, classroom organization, and instructional support. Furthermore, the Preschool Learning Behavior Scale (PLBS; McDermott, Rikoon, Waterman, & Fantuzzo, 2012) was used to measure the children's approaches to learning through three dimensions: competence motivation (CM), learning strategy (LS), and attention/persistence (AP). Hierarchical linear modeling results showed that after controlling for the children's gender, sibling status, and family socioeconomic status, emotional support had positive relationship with their LS and AP. Classroom organization had negative relationship with children's LS and AP. No relationship was found between classroom quality and CM. Our findings highlight the importance of enhancing classroom quality to foster children's positive learning behavior in preschool classrooms.