Citation

Moore GT. J. Environ. Psychol. 1986; 6(3): 205-231.

Copyright

(Copyright © 1986, Academic Press)

DOI

10.1016/S0272-4944(86)80023-8

PMID

unavailable

Abstract

Following from an ecological conception of environment-behavior relations, this study investigated the effects of three levels of the spatial definition of behavior settings--from well-defined to poorly defined--on children's social and cognitive behavior. The study used a quasi-experimental post-test-only control group design with multiple levels of treatment and proxy pretest measures. Systematic naturalistic observation was conducted of children and staff at 14 child care centers matched in three groups. The data were analysed by analysis of covariance controlling for subject group differences between settings remaining after the matching. The degree of spatial definition of behavior settings was found to be predictive of a range of behaviors. Significantly more exploratory behavior, social interaction and cooperation occurred in spatially well defined behavior settings than in moderately or poorly defined settings. Strong interactions were noted between teacher styles and spatial definition in affecting children's behavior. The conclusions emphasize the finding that the effects of physical environmental variables can only be understood when studied in interaction with social environmental variables. The results are supportive of a group x settings interactional theory of environment-behavior relations.