Literaturnachweis - Detailanzeige
| Autor/inn/en | Dorman, Jeffrey P.; Ferguson, Janet M. |
|---|---|
| Titel | Associations between Students' Perceptions of Mathematics Classroom Environment and Self-Handicapping in Australian and Canadian High Schools |
| Quelle | In: McGill Journal of Education, 39 (2004) 1, S.69-87 (19 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0024-9033 |
| Schlagwörter | Student Attitudes; Classroom Environment; Foreign Countries; High School Students; Mathematics Instruction; Correlation; Questionnaires; Australia; Canada |
| 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.) (Author). |
| Anmerkungen | 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. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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