id: 06645055
dt: j
an: 2016f.00385
au: Tosto, Maria G.; Asbury, Kathryn; Mazzocco, Michèle M.M.; Petrill, Stephen
A.; Kovas, Yulia
ti: From classroom environment to mathematics achievement: the mediating role
of self-perceived ability and subject interest.
so: Learn. Individ. Differ. 50, 260-269 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: C70 C60 C20 C30 C40
ut: mathematics classroom; self-perceived abilities; school achievement;
classroom environment; interest
ci:
li: doi:10.1016/j.lindif.2016.07.009
ab: Summary: 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.
rv: