Classroom Environment Influence on Student Self-Efficacy in Mathematics
Doctor of Education (Ed.D)
Curriculum and Instruction
Date of Award
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.
Curriculum and Instruction | Education | Elementary Education
Croissant, Hillary P., "Classroom Environment Influence on Student Self-Efficacy in Mathematics" (2014). Electronic Theses & Dissertations. 570.