
06645055
j
2016f.00385
Tosto, Maria G.
Asbury, Kathryn
Mazzocco, Mich\`ele M.M.
Petrill, Stephen A.
Kovas, Yulia
From classroom environment to mathematics achievement: the mediating role of selfperceived ability and subject interest.
Learn. Individ. Differ. 50, 260269 (2016).
2016
Elsevier, Amsterdam
EN
C70
C60
C20
C30
C40
mathematics classroom
selfperceived abilities
school achievement
classroom environment
interest
doi:10.1016/j.lindif.2016.07.009
Summary: Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics selfefficacy, maths interest and academic selfconcept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an online 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 selfconcept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and selfconcept. 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.