کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
6844638 621069 2016 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest
ترجمه فارسی عنوان
از محیط کلاس درس تا موفقیت ریاضیات: نقش میانجی از توانایی خود درک شده و علاقه به موضوع
کلمات کلیدی
ریاضیات، توانایی های درک شده خود، موفقیت مدرسه، محیط کلاس درس، علاقه،
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 50, August 2016, Pages 260-269
نویسندگان
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