Literaturnachweis - Detailanzeige
| Autor/inn/en | Aldridge, Jill M.; Afari, Ernest; Fraser, Barry J. |
|---|---|
| Titel | Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach |
| Quelle | In: Alberta Journal of Educational Research, 58 (2012) 4, S.614-633 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-4805 |
| Schlagwörter | College Students; Classroom Environment; Self Efficacy; Teacher Student Relationship; Relevance (Education); Mathematics Education; Questionnaires; Structural Equation Models; Foreign Countries; United Arab Emirates |
| Abstract | The purpose of our study was to examine the effects of two psychosocial features of the classroom environment (teacher support and personal relevance) on college students' academic self-efficacy and enjoyment of mathematics lessons. Data collected from 352 mathematics students attending three higher education institutions in the United Arab Emirates were used to validate the questionnaires and to investigate the hypothesized relationships. Structural equation modeling analysis suggests that teacher support and personal relevance are influential predictors of enjoyment of mathematics lessons and academic self-efficacy. (As Provided). |
| Anmerkungen | University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
