Classroom Environment Influence on Student Self-Efficacy in Mathematics

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Spring 2014


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.


Gilbert Naizer

Subject Categories

Curriculum and Instruction | Education | Elementary Education