ERIC Number: ED528878
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 21
To What Extent Does the Responsive Classroom Approach Modify Fifth Grade Students' Efficacy and Anxiety in Mathematics and Science?
Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.
Society for Research on Educational Effectiveness
The current analyses address two primary research aims: 1) Does students' anxiety in mathematics and science predict their self-efficacy in each subject area? The authors hypothesized that students' anxiety in mathematics and science would be negatively associated with their self-efficacy in each area. 2) Does being in a "Responsive Classroom[R]" (RC) school moderate the relationship between students' anxiety and self-efficacy in mathematics and science? Their hypothesis was that being in an RC school would serve to attenuate the typically negative relationship between students' anxiety and their self-efficacy in mathematics and science. (Contains 2 tables and 2 figures.)
Descriptors: Self Efficacy, Grade 5, Anxiety, Elementary Education, Mathematics, Science Instruction, Student Attitudes, Correlation, Classroom Environment, Intervention, Mathematics Instruction, Research, Instructional Effectiveness, Elementary School Mathematics
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: firstname.lastname@example.org; Web site: http://www.sree.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5
Authoring Institution: Society for Research on Educational Effectiveness (SREE)