58 college freshmen and 56 upperclass business majors were given a test of achievement motivation. When scores were analyzed by the row which the student occupied in class, achievement scores for freshmen declined as they sat in rows farther from the front of the room but were stable across rows for upperclass students.
Get full access to this article
View all access options for this article.
References
1.
BrooksC. I.RebetaJ. L. (1989) College classroom ecology: the relation of achievement motivation and sex of student to classroom performance and seating preference. (Manuscript submitted for publication).
2.
GoughH. G. (1952) The Adjective Check List. Palo Alto, CAConsulting Psychologists Press.
3.
HillmannR.BrooksC. I. (1989) Self-esteem of college students as a function of classroom seating-row preference. (Unpublished raw data, King's College).
4.
HollimanW. B.AndersonH. N. (1986) Proximity and students density as ecological variables in a college classroom. Teaching of Psychology, 13, 200–203.
5.
LindgrenH. C.MoritschB.ThulinE. K.MichG. (1986) Validity studies of three measures of achievement motivation. Psychological Reports, 59, 123–136.
6.
O'BrienE. J.EpsteinS. (1988) The Multidimensional Self-esteem Inventory. Odessa, FL: Psychological Assessment Resources, Inc.
7.
SchwebelA. I.CherlinD. L. (1972) Physical and social distancing in teacher-pupil relationships. Journal of Educational Psychology, 63, 543–550.
