@article {695,
	title = {LEARNING ATTAINMENTS AS A RESULT OF STUDENT ACTIVITY, COGNITION AND THE CLASSROOM ENVIRONMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {75-86},
	abstract = {The purpose of the study was to construct a model to comprehensively describe the relationships between the classroom learning environment, student{\textquoteright}s cognition (student mediation) and learning outcomes. In studies of the learning environment, mostly direct (distal) connections have been in-vestigated in relationships between psycho-social properties and learning outcomes. Aspects of student mediation (proximal), such as student{\textquoteright}s self-efficacy and metacognition, have also often been overlooked in traditional teacher effectiveness research. Using a model that includes mediation vari-ables and that allows for indirect connections between variables increases understanding of how these mechanisms interact. A questionnaire was used to collect data from 218 fifth- and sixth-grade students in Finnish comprehensive schools (girls, N = 116; boys, N = 102). Drawing on prior research findings, a conceptual model was first developed to identify the range of statistically significant relationships between the learning environment, student{\textquoteright}s cognition and learning attainment. To further develop the model, a number of modification indices of the AMOS program were employed and then the revised model was tested. The goodness of fit indices for the re-specified model provided evidence for an adequate fit to the data. It was concluded that qualities of classroom learning, including metacognitive orientation, student-teacher relationships and conditions for studying, will have both indirect and direct effects on student{\textquoteright}s cognition and participation and enhance student{\textquoteright}s learning.},
	keywords = {classroom learning environment, structural equation models, student learning, student mediation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.75},
	url = {http://oaji.net/articles/2014/457-1409840240.pdf},
	author = {Harri   Pitk{\"a}niemi and Petteri  Vanninen}
}
