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ERIC Number: ED569374
Record Type: Non-Journal
Publication Date: 2014
Pages: 155
Abstractor: As Provided
ISBN: 978-1-3039-1467-6
Classroom Environment Influence on Student Self-Efficacy in Mathematics
Croissant, Hillary P.
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Commerce
This study aimed to find the characteristics of public school math classrooms and how they influence self-efficacy of students. Data were collected on math students in grades 4 through 12 in a North Texas school district. Two surveys were administered to students in the district. Within 10 days, the students completed a classroom environment survey, followed by a self-efficacy survey. Both surveys were electronic and administered during the school day. Student data were analyzed by conducting a simple linear regression in order to determine if a relationship existed between classroom environment and student self-efficacy. A multiple regression was used in order to determine which dimensions under classroom environment could predict a high or low self-efficacy. Data analysis was unable to generalize low self-efficacy in mathematics and classroom environment correlation due to a small effect size. High self-efficacy in mathematics was found to increase as cohesion and satisfaction would increase and high self-efficacy in mathematics would increase as friction and difficulty would decrease. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Secondary Education; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas