The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping.
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| Title: | The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping. |
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| Language: | English |
| Authors: | Dorman, Jeffrey P., Adams, Joan E., Ferguson, Janet M. |
| Peer Reviewed: | N |
| Page Count: | 20 |
| Publication Date: | 2001 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Classroom Environment, Cross Cultural Studies, Disabilities, Educational Environment, Foreign Countries, High Schools, Mathematics Education, Self Efficacy, Student Attitudes |
| Geographic Terms: | Australia, Canada, United Kingdom (Great Britain) |
| Abstract: | Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic efficacy. Simple and multiple correlation analyses between 10 classroom environment dimensions and self-handicapping were conducted separately for 2 units of analysis (individual student and school grade group means) and separately with and without control for academic efficacy. Results showed that classroom environment accounted for appreciable proportions of variance in self-handicapping beyond that attributable to academic efficacy. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. (Contains 24 references.) (Author) |
| Entry Date: | 2001 |
| Accession Number: | ED452075 |
| Database: | ERIC |
| Abstract: | Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic efficacy. Simple and multiple correlation analyses between 10 classroom environment dimensions and self-handicapping were conducted separately for 2 units of analysis (individual student and school grade group means) and separately with and without control for academic efficacy. Results showed that classroom environment accounted for appreciable proportions of variance in self-handicapping beyond that attributable to academic efficacy. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. (Contains 24 references.) (Author) |
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