Associations between Students' Perceptions of Mathematics Classroom Environment and Self-Handicapping in Australian and Canadian High Schools
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| Title: | Associations between Students' Perceptions of Mathematics Classroom Environment and Self-Handicapping in Australian and Canadian High Schools |
|---|---|
| Language: | English |
| Authors: | Dorman, Jeffrey P., Ferguson, Janet M. |
| Source: | McGill Journal of Education. Win 2004 39(1):69-87. |
| Availability: | McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec, Canada H3A 1Y2. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca. |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools |
| Descriptors: | Student Attitudes, Classroom Environment, Foreign Countries, High School Students, Mathematics Instruction, Correlation, Questionnaires |
| Geographic Terms: | Australia, Canada |
| ISSN: | 0024-9033 |
| Abstract: | Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian and Canadian high schools. A sample of 2,006 students responded to a questionnaire that assessed student perceptions of classroom environment and self-handicapping. Simple and multiple correlational analyses showed that classroom environment accounted for small but significant proportions of variance in self-handicapping. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. For Australian and Canadian students, the relationship between each classroom environment scale and self-handicapping was very similar. There were no significant gender differences in the relationship between each classroom environment scale and self-handicapping. A commonality analysis revealed that conventional rather than constructivist classroom environment dimensions accounted for most of the variance in self-handicapping. (Contains 4 tables.) |
| Abstractor: | Author |
| Number of References: | 42 |
| Entry Date: | 2006 |
| Access URL: | https://mje.mcgill.ca/content/39.1/ |
| Accession Number: | EJ737071 |
| Database: | ERIC |
| Abstract: | Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian and Canadian high schools. A sample of 2,006 students responded to a questionnaire that assessed student perceptions of classroom environment and self-handicapping. Simple and multiple correlational analyses showed that classroom environment accounted for small but significant proportions of variance in self-handicapping. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. For Australian and Canadian students, the relationship between each classroom environment scale and self-handicapping was very similar. There were no significant gender differences in the relationship between each classroom environment scale and self-handicapping. A commonality analysis revealed that conventional rather than constructivist classroom environment dimensions accounted for most of the variance in self-handicapping. (Contains 4 tables.) |
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| ISSN: | 0024-9033 |
