Relationships between learning environments and self-efficacy in primary schools and differing perceptions of at-risk students

Galos, Siobhan; Aldridge, Jill M.

doi:10.1007/s10984-020-09323-0

Cited by 5 publications

(2 citation statements)

References 35 publications

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“…Self-efficacy is strong enough to motivate students to be better at learning to achieve positive results in learning [34]. In addition, a strong relationship between selfefficacy and student involvement impacts effective attitudes [35,36] and the condition of students who experience learning barriers and who do not have to be given different treatment in learning. Not all students can be given the same attention where the role of the teacher will be seen in the learning process.…”

Section: E Elaborationmentioning

confidence: 99%

Creative Thinking of Prospective Mathematics Teacher Based on Learning Barriers and Self-Efficacy

Supandi¹,

Suyitno²,

Sukestiyarno³

et al. 2021

Journal of Southwest Jiaotong University

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Mathematical creativity forms the basis for logical thinking, spatial thinking, and problem formation. This study aims to analyze the creative thinking profile of prospective mathematics teacher candidates based on self-efficacy and learning barriers from prospective mathematics teachers. This research approach was qualitative. The qualitative part uses the descriptive analysis method. The instruments in this research were the self-efficacy questionnaire, learning barrier questionnaire, creative thinking test, and interviews. The sample of this research was carried out on 150 prospective mathematics teachers. Prospective teachers are given a self-efficacy questionnaire, learning barriers, creative thinking test. Furthermore, the subject is selected according to the level of self-efficacy and learning barriers. Selected subjects were given a written test, and an interview was conducted. The selected subjects in this study amounted to six people. The criteria for the selected subject were two subjects who have high self-efficacy and low learning barriers, two subjects who have moderate self-efficacy and moderate learning barriers, and two subjects who have low self-efficacy with criteria being hampered in learning. The results showed that, First, subjects with high self-efficacy and low learning barriers are included in creative but do not include all indicators of creative thinking. Second, subjects with moderate and low self-efficacy with moderate and high learning barriers are quite creative. This second result showed that the subject has an average value of good creative thinking indicators for all indicators of creative thinking. This study concluded that self-efficacy and student learning barriers were linear with their creative thinking. The results of this study are important as a basis for teachers that not all students are smart. So that the learning process must still pay attention to the condition of students, especially learning barriers and self-ability.

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Section: E Elaborationmentioning

confidence: 99%

Creative Thinking of Prospective Mathematics Teacher Based on Learning Barriers and Self-Efficacy

Supandi¹,

Suyitno²,

Sukestiyarno³

et al. 2021

Journal of Southwest Jiaotong University

View full text Add to dashboard Cite

show abstract

“…Teachers and students self-efficacy influence the internal efficacy of academic institutions too. As according to Galos and Aldridge (2020) the institutional environment is connected with students' efficacy that is also related with school efficacy and effectiveness. Institutions are facing problems to tradeoff between the institutional efficacy and enhancement of education at all levels.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Special Education Teachers on the Internal Efficacy of Their Institutions: A Comparative Study

Zahid

Ashraf

2020

READS

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Special education institutions are providing services to meet the unique needs of special students. Internal efficacy of any institution determines its effectiveness in terms of its outcomes. The current study was designed to explore the internal efficacy of special education institutions. The population of the study comprised of teachers teaching in the special education institution of the Lahore city. Sample of the study consisted of 200 teachers randomly selected from public and private sector special education institutions, currently performing their duties in the Lahore city. The study was quantitative in its nature conducting with descriptive research design. A standardized questionnaire was used to collect the data from the teachers after getting permission from its author. Initially, the questionnaire was piloted on a small number of participants to ensure its reliability. That was confirmed through Cronbach alpha (.750). After ensuring ethical considerations, researchers collected data by themselves from the teachers. The data were analyzed using SPSS. Results of independent sample t-test show the statistically significant difference between the public and private sector institutions’ internal efficacy. The internal efficacy of public sector special education institutions was better as compared to private sector special education institutions. Majority of the special education teachers serving in public sector institutes ranked the institutional communication, working environment, quality of education and professional support as major determined of internal efficacy of their institutions. The study has recommended that the private sector special education institutions need to enhance their internal efficacy.

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Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates

Robinson

Aldridge

2022

Learning Environ Res

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Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N = 291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p < .01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.

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Relationships between learning environments and self-efficacy in primary schools and differing perceptions of at-risk students

Cited by 5 publications

References 35 publications

Creative Thinking of Prospective Mathematics Teacher Based on Learning Barriers and Self-Efficacy

Creative Thinking of Prospective Mathematics Teacher Based on Learning Barriers and Self-Efficacy

Perceptions of Special Education Teachers on the Internal Efficacy of Their Institutions: A Comparative Study

Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates

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