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Classroom design and impression formation: A new area for research

Authors
Journal
Contemporary Educational Psychology
0361-476X
Publisher
Elsevier
Publication Date
Volume
6
Issue
4
Identifiers
DOI: 10.1016/0361-476x(81)90020-5
Disciplines
  • Design
  • Education
  • Psychology

Abstract

Abstract Recently, educators and psychologists have begun to discuss the messages conveyed by different classroom designs. Although the arguments presented are persuasive, the basic contention—that classroom design influences impression formation—has not been empirically tested. The purpose of this article is to bring to the attention of educational psychologists the possibilities for research in this area. The paper summarizes the findings of some initial investigations and suggests directions for future study.

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