Associations Between Classroom Environment and Academic Efficacy

By Jeffrey P. Dorman. 2001

214 citations recorded by the source corpus.

Subfields: Education, Health, Toxicology and Mutagenesis

View Paper: https://www.semanticscholar.org/paper/f720ce127701f750cbf90de02a33641064eaa053

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In Health, Toxicology and Mutagenesis

Citations in the corpus

Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach (2013, background): “In their expectancy-value theory, Eccles and Wigfield (2002) envisage a direct influence of students’ expectation beliefs on both achievement-related choices and performance.”
Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics (2007, methodology): “The original version of WIHIC has been cross-validated in Australia, UK and Canada ( Dorman 2001, 2003 ) using a large sample of 3,980 students, Taiwan and Australia (Aldridge et al. 2000), Korea (Kim et al. 2000), Indonesia (Margianti 2002) using a sample of 2,498 university students in 50 computin”
Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? (2010, background): “Several studies have found that students who perceive their classroom environment as more mastery oriented have higher academic self-efficacy (Dorman, 2001; Friedel, Cortina, Turner, & Midgley, 2007; Middleton & Midgley, 1997), whereas performance-oriented classrooms have been found to be…”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “Academic self-concept (e.g., Olsson, 2009) or self-efficacy (e.g., Dorman, 2001) were not included because they reflect students’ feelings and beliefs about themselves rather than their actual performance.”
Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES) (2004, background): “The CLES has been used in a variety of studies, including qualitative studies of the nature of science knowledge and learning of science teachers and their students (Lucas & Roth, 1996; Roth & Bowen, 1995; Roth & Roychoudhury, 1993), a study of science education reform efforts in Korea (Kim, Fisher ”
Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain (2018, background): “(Dorman, 2001); parental interventions (Fan and Williams, 2010) and so on.”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “We did not include academic self-concept (e.g., Olsson, 2009) or self-efficacy (e.g., Dorman, 2001) because such scales reflect students’ feelings and beliefs about themselves rather than their actual performance.”
Classroom climate and motivated behaviour in secondary schools (2004, background): “The outcomes typically assessed in the latter type of research study were mostly cognitive and affective outcomes, such as intrinsic motivation (Church, Elliot & Gable, 2001), goal orientation (Ames, 1992; Church et al., 2001; Townsend, 1995), self-efficacy and selfconcept (Cheng, 1994; Dorman, 200”