underlying behavioural implications
output
Engagement Attainment Learning Environment
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input
Mood & Motivation Attendance Well-being & Health
The input variable in the diagram is (a feature) the physical learning environment. The output variables are the five behavioural changes that can be incited by a change or certain condition of the input variable. These output variables can be split in two categories: (1) the underlying changes in pupil’s engagement, mood and motivation, and health and wellbeing; and (2) the subsequent changes brought about in pupil’s attainment and attendance. The three underlying behavioural implications, engagement, mood and motivation, and health and wellbeing, appear to be relatively difficult or challenging to study. One reason could be that these are variables typically more qualitative in nature. They also are more context dependant and can be influenced by many more factors than solely the environmental (feature) of interest (Higgins et al., 2005). But to design constructive learning environments that can also be effectively managed, it is critical for the designers of school environments to understand these underlying relations. This study’s interest is to investigate if (a feature of) the physical learning environment can reduce the occurrence of disruptive pupil behaviours to ultimately better their learning performance. Following Higgins’ categorization, this would entail exploring change in pupil’s engagement and/or mood and motivation brought about by an environmental feature. Changes in either of these two variables may ultimately influence pupil’s attainment. The remaining two variables, well-being and health, and attendance are not directly of interest as these are not related to affect disruptive behaviour. Figure 2.8 provides an illustration of the three behavioural implications of interest in this study.
2.4.3
Three Categories of Environmental Features
This section outlines what features of the learning environment already have been found capable of inflicting change in pupils’ behaviour, mood and performance. Studies by Higgins et al. (2005) and Barrett et al. (2015) have informed this exercise in particular:
Learning Spaces and Pupil Behaviour
Figure 2.7 Diagram of the five environment’s effects on pupils (Higgins et al., 2005).
