Learning environment and student effort

Abstract

Purpose

The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments.

Design/methodology/approach

The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The survey covers all students attending the seventh (last year of primary school) and tenth (last year of lower secondary school) grades in Norwegian compulsory education. Since the survey has been conducted every year since 2006/2007, we can apply panel data methods to reduce the potential for omitted variable problems.

Findings

Student satisfaction with teacher guidance, materials and social environment plays an important role in stimulating effort both in class and with homework. Satisfaction with physical work conditions is of less importance, but does stimulate in-class effort among the younger students. Heterogeneity across the genders for tenth graders is also observed. In particular, bullying and satisfaction with teacher guidance are more important determinants for males’ than for females’ effort.

Practical implications

The results indicate that school managers should focus attention on improving not only the quality of teachers and teaching materials, but also the social environment at the school in order to stimulate more student effort.

Originality/value

The results contribute to the literature studying student effort and educational outcomes by providing information on how different school factors affect student effort.

Citation

Hopland, A.O. and Nyhus, O.H. (2016), "Learning environment and student effort", International Journal of Educational Management, Vol. 30 No. 2, pp. 271-286. https://doi.org/10.1108/IJEM-05-2014-0070