The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students

McMahon, Susan D.; Wernsman, Jamie

doi:10.1086/592307

Cited by 107 publications

(74 citation statements)

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“…Children's reading generates their comprehension and understanding of what is encrypted in books and what the educators deliver in class (Guardino & Fullerton, 2010;Klauda, 2009;Law, 2011;Logan, Medford & Hughes, 2011) [27][28] [29] [30], which is critical to achievement of desirable learning outcomes for the preschool children (McMahon, Wernsman & Rose, 2009) [31]. The essence of children's reading is vast; for instance, children read to develop comprehensive learning skills that fuel the reading process (Lapp, [35].…”

Section: Meaning Essence and Importance Of Children's Readingmentioning

confidence: 99%

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Chou¹,

Cheng²,

Cheng³

2016

ujer

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This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the physical class reading environment was adjusted into aesthetic perspective, children's reading motivation and attitudes were triggered. The second stage involved themed reading activities, including the child-centered extended reading activities, arranging parent-child and peers shared reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot. Data collection methods included observation, interviews, children's relative documents, drawings, and hands-on works. Based on analysis of research data, main results were extracted as below: young children's reading motivation including interest, perceived control, collaboration, involvement, and efficacy were promoted through classroom aesthetic reading environment and parent-child shared reading promotion activities. Finally, according to conclusion of this research, suggestions for relative teaching application and subsequent research were proposed as reference.

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Section: Meaning Essence and Importance Of Children's Readingmentioning

confidence: 99%

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Chou¹,

Cheng²,

Cheng³

2016

ujer

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“…Classroom climate is the perceived level of warmth, respect, and enjoyment in the student-teacher relationship (Fast et al, 201 O;Fraser, 1998;McMahon, Wernsman, & Rose, 2009;Moos, 1979;Patrick et al, 2007). In this study, Math Classroom Climate is the perceived quality of interpersonal relationship with the math teacher.…”

Section: Math Learning Environmentmentioning

confidence: 87%

“…In this study, Math Classroom Climate is the perceived quality of interpersonal relationship with the math teacher. Teacher connection is the perceived level of teacher responsiveness to students' emotional and academic needs (Fraser, 1998;McMahon, Wernsman, & Rose, 2009;Moos, 1979;Patrick et al, 2007). In this investigation, Math Teacher Connection is the perceived level of the math teacher's responsiveness.…”

Section: Math Learning Environmentmentioning

confidence: 93%

“…Researchers found that the social and psychological context in which learning occurs can also affect students' achievement and attitudes (Fraser, 1978(Fraser, , 1998La.Rocque, 2008;Moos. 1979) as well as their academic self-efficacy (Dorman, 2001;Dorman & Adams, 2004;Dorman, Fisher, & Waldrip, 2006;Fast et al, 2010;McMahon, Wernsman, & Rose, 2009;Patrick, Ryan, & Kaplan, 2007).…”

mentioning

confidence: 99%

“…Math self-efficacy is a strong predictor of math interest and, for students in fourth through 12th grade, is associated with math learning environment, especially student-teacher interactions (McMahon, Wernsman, & Rose, 2009;Fan et al, 2009;Fast et al, 2010). There is a need for research that examines math learning environment as a primary context where self-efficacy and outcome expectations develop.…”

mentioning

confidence: 99%

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Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

Deacon¹

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Dr. Marie F. ShoffnerDespite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM.While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy, interest, and ambition as early as middle school. These decreases are associated with awareness of negative stereotypes viewing math as a predominately male domain. The classroom is one context for developing self-efficacy beliefs and gender-role stereotypes.The purpose of this quantitative study is to examine the role that students' perceptions of the academic and emotional support provided by their math teacher has on adolescents' math self-efficacy, math outcome expectations, and math interest. Social Cognitive Career Theory provides a theoretical framework for the study. Researchers collected data used for this study through a larger study (NSF grant #0624724). Data was collected from 230 students in sixth, eighth, and 10th grade to answer the research questions.Items from the Beliefs, Belong, and Behavior Survey provide measures for students' perceptions of Math Learning Environment, Math Self-Efficacy, Math Outcome Expectations, and Math Interest. The results of the study found that the relationships among math learning environment, specifically students' perceptions of the academic and emotional support provided by their math teacher, and the other SCCT variables were as predicted by the modified SCCT model. Students' perceptions of the academic and emotional support provided by their math teacher influences their math self-efficacy, math outcome expectations, and math interest. There were gender differences observed in the fit the modified SCCT model. Leaming environment influenced the expected outcomes of taking advanced math courses differently for boys and girls. There were also gender differences in students' perceptions of teacher support, math self-efficacy, math outcome expectations, and math interest, with the greatest differences found between sixth grade girls and the other gender-grade groups. Finally, there was a relationship between girls' perceptions of the effect that taking math courses would have on relationships and their math interest, a relationship not observed in boys. Implications for researchers and practitioners are provided.This dissertation is dedicated to my children, grandchildren, and parents. Without yo14 I would not be where I am standing today. I love you with all my heart! lV Counselor Education

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Leaving Engineering: A Multi‐Year Single Institution Study

Marra

Rodgers

Shen

et al. 2012

J of Engineering Edu

424

384

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This paper describes the results of a multi-year study designed to uncover the reasons why students choose to leave engineering. The authors collected profile information hypothesized to be factors in retention or attrition (e.g. academic preparation, reasons for choosing engineering, participation in academic support and extracurricular activities) and measured the factors that influenced students' decision to switch out of an engineering degree program. The reported results are from data collection over three years at a large engineering degree granting institution in the eastern U.S. IntroductionThe U.S. Bureau of Labor estimates that the number of jobs to be filled in engineering

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The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students

Cited by 107 publications

References 40 publications

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

Leaving Engineering: A Multi‐Year Single Institution Study

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