ERIC Number: EJ1055834
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy
Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.
School Psychology Quarterly, v28 n4 p360-373 Dec 2013
Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the "Responsive Classroom"® ("RC") approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more "RC" practices compared with those using fewer "RC" practices. "RC" practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that "RC" practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science.
Descriptors: Self Efficacy, Classroom Environment, Science Instruction, Mathematics Instruction, Anxiety, Social Development, Emotional Development, Teaching Methods, Grade 5, Elementary School Students, Student Attitudes, Questionnaires, Responses, Gender Differences, Teacher Influence, Teacher Student Relationship, Student Characteristics, Statistical Analysis
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Sponsor: Institute of Education Sciences (ED); National Science Foundation
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
IES Funded: Yes