ACHIEVEMENT AND SELF‐REPORTS OF RESPONSIBILITY FOR ACHIEVEMENT IN INFORMAL (OPEN‐SPACE) AND TRADITIONAL CLASSROOMS

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Abstract
SUMMARY. Multivariate analysis showed that subsequent to the third year in a longitudinal study, 40 children chosen at random from traditional classrooms were superior in reading and math problem‐solving, but less willing to accept responsibility for negative intellectual events, when compared with 40 children from an informal, open‐space school. The groups had shown no significant differences due to type of school or sex of subject on a pre‐school predictive test battery. Differences were attributable only to type of school at the fourth year. When stepwise discriminant analysis was employed with these groups only problem‐solving and concepts in mathematics entered the multiple regression equation as significant predictors of group membership.

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