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Record identifier : 569725
Personal Name - Primary Intelectual Responsibility : Johnson, Andria
Title and statement of responsibility : Effect of autonomous versus controlling learning environments on Indian-American students [Thesis]
Publication, Distribution,Etc. : Northern Illinois University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : M.S.
Body granting the degree : , Northern Illinois University
Summary or Abstract : This study investigated the effect of autonomous versus controlling environments on Indian-American students who attend school in the United States. It sought to add to the body of knowledge that autonomous environments have salience for students from non-western cultures. It was hypothesized that students in autonomous environments would display higher achievement, effort, and intrinsic motivation. There were no controlling teachers found in this study, so all of the students were in autonomous classrooms. The hypothesis was suppported in part since most of the students showed high achievement and effort in their autonomous environments. Unfortunately, a comparison to students in controlling environments was not possible. For this reason, the teachers were divided into three autonomous groups (low autonomy, moderate autonomy, and high autonomy). One significant difference was found: the students in the least autonomous group had higher math achievement scores than students in the moderately autonomous group. No significant differences were found amoung the other measures. The results are discussed with regard to self-detemination theory in students whose families are from non-western cultures..
Topical Name Used as Subject : Education
: Elementary education
: Educational psychology
Information of biblio record : TL
 
 
 
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