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ERIC Number: ED528878
Record Type: Non-Journal
Publication Date: 2011
Pages: 11
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: N/A
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.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)