Date of Award

Summer 1991

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Program/Concentration

Psychology

Committee Director

Raymond H. Kirby

Committee Member

Glynn D. Coates

Committee Member

Janis Sanchez-Hucles

Call Number for Print

Special Collections LD4331.P65R63

Abstract

The relationship between gender, classroom type, seating preference and locus of control with respect to how they predict attitudes about classrooms and seating preferences was investigated in 38 males and 44 females. A number of significant relationships were found between the perceived environments and various attitudes of students about the environments. The Classroom Environment Scale and Seating Preference Questionnaire were used to assess student attitudes about classroom environments and seating preferences. Students perceived small classrooms as enhancing friendships, affiliation and competition as compared to large and lecture classrooms. Large and lecture classrooms were perceived by students as more task oriented and authoritative. Students chose their seating arrangement based on easy visibility of the instructor. They preferred to sit near windows in large and lecture classrooms. In addition, students preferred to sit near aisles in small and large classrooms. The Rotter's Internal-External Scale was used to assess the relationship between classroom types and locus of control. The results of the analysis revealed that high externality was observed in students who preferred large and lecture classroom settings as compared to small classroom settings. Students high in internality preferred small classrooms as compared to large and lecture rooms. Further research is needed in the naturalistic settings to match students to the appropriate environment.

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DOI

10.25777/m6hj-2z58

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