Abstract
Differences in social-psychological environments between parochial and public schools, and between mathematics and English courses, were investigated for 317 boys and girls in Grade 10. Multivariate and univariate analyses of variance produced significant main effects and an interaction of school × subject. Differential validities of environmental variables in predicting achievement using multiple regression suggested that perception of the learning environment for course content substantially predicted achievement in that course content. Incremental validity of the learning environment with achievement when IQ was partialled out was also substantial. Implications for instructional effectiveness and school organization are discussed.
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