ERIC Number: EJ1041005
Record Type: Journal
Publication Date: 2014-Oct
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: N/A
Influences of Disciplinary Classroom Climate on High School Student Self-Efficacy and Mathematics Achievement: A Look at Gender and Racial-Ethnic Differences
Cheema, Jehanzeb R.; Kitsantas, Anastasia
International Journal of Science and Mathematics Education, v12 n5 p1261-1279 Oct 2014
The present study investigated the role of disciplinary climate in the classroom and student math self-efficacy on math achievement. The student part of the Program for International Student Assessment (PISA) 2003 survey containing 4,199 U.S. observations was employed in a weighted least squares nested multiple regression framework to predict math achievement from disciplinary climate and self-efficacy in addition to several control variables. The results showed that improvement in disciplinary climate was associated with a reduction in the achievement gap whereas improvement in self-efficacy was associated with an expansion in that gap. These effects varied across race and gender. A significant interaction effect was found between the disciplinary climate and self-efficacy. Educational implications are discussed.
Descriptors: Mathematics Instruction, Mathematics Achievement, Least Squares Statistics, Multiple Regression Analysis, Predictor Variables, Self Efficacy, Discipline, Classroom Environment, Achievement Gap, Racial Differences, Gender Differences, Interaction, Adolescents, High School Students, Secondary School Mathematics
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A