ERIC Number: EJ892642
Record Type: Journal
Publication Date: 2010-Aug
Abstractor: As Provided
Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?
Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.
Journal of Educational Psychology, v102 n3 p729-740 Aug 2010
We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of 2-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery oriented had significantly higher levels of math self-efficacy, and higher levels of math self-efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on math performance indicated a small significant mediating effect of self-efficacy. Implications for research on self-efficacy and the perceived classroom environment are discussed. (Contains 3 footnotes, 4 tables, and 1 figure.)
Descriptors: Elementary School Students, Self Efficacy, Mathematics Tests, Classroom Environment, Standardized Tests, Mastery Learning, Scores, State Standards, Caring, Prediction, Measures (Individuals), Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: California