Study Chen et al. (2017): study CN 2012
- Public
- University students; China, 2012
- Survey name
- Unnamed study
- Sample
- Respondents
- N = 512
- Non Response
- Assessment
- Questionnaire: Paper & Pencil Interview (PAPI)
Correlate
- Authors's Label
- Learning Environment
- Our Classification
-
-
- Error Estimates
- a: reliability 0.71 b: reliability 0.73 c: reliability 0.70 d: reliability 0.78 e: reliability 0.79 f: reliability 0.82
- Remarks
- Inventory of Perceived Study Environment (SPE) (Wierstra et al 1999)
- Distribution
-
a: M = 4.85; SD = 1.14
b: M = 4.27; SD = 1.06
c: M = 4.45; SD = 1.10
d: M = 4.71; SD = 1.19
e: M = 4.77; SD = 1.19
f: M = 5.62; SD = 1.19 - Operationalization
- Self-report on 32 questions about how students perceive their learning environment:
a) constructivist-oriented teaching;
b) clear goals and coherence of curricula;
c) student autonomy;
d) student-student cooperation;
e) peer morale and identities;
f) learning facilities;
Rated
1(extremely inaccurate)
:
7 (extremely accurate).
Observed Relation with Happiness
- positive affect r = + 38(01)
- negative affect r = -.10(05)
Hence correlation with Affect Balance will be pisitive and significant
- positive affect r = +.37(001)
- negative affect r = -.15(01)
Hence correlation with Affect Balance will be positive and significant
- positive affect r = +.32(001)
- negative affect r = -.05(ns)
Hence correlation with Affect Balance will be positive. Significance unsure.
- positive affect r = +.39(001)
- negative affect r = -.05(ns)
Hence correlation with Affect Balance will be positive. Significance unsure.
- positive affect r = +.36(001)
- negative affect r = -.01(ns)
Hence correlation with Affect Balance will be positive. Significance unsure.
- positive affect r = +.41(001)
- negative affect r = -.03(ns)
Hence correlation with Affect Balance will be positive. Significnce unsure.