The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students

Autor/inn/en	McMahon, Susan D.; Wernsman, Jamie; Rose, Dale S.
Titel	The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students
Quelle	In: Elementary School Journal, 109 (2009) 3, S.267-281 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/592307
Schlagwörter	Self Efficacy; Language Arts; Grade 5; Classroom Environment; Urban Schools; Grade 4; Elementary School Students; Academic Ability; Low Income Groups; Satisfaction; Competition; Student Participation; Mathematics Achievement; Science Achievement; Stress Variables; Correlation; Context Effect; Student Attitudes; California; My Class Inventory + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Sprachkultur; School year 05; 5. Schuljahr; Schuljahr 05; Klassenklima; Unterrichtsklima; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; Zufriedenheit; Wettkampf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Schülerverhalten; Kalifornien
Abstract	In this study, 149 low-income, ethnically heterogeneous, fourth- and fifth-grade students completed self-report surveys in the fall and spring of 1 academic year. We examined classroom climate (satisfaction, cohesion, friction, task difficulty, and competition) and school belonging in relation to language arts and math and science self-efficacy, taking into account initial self-efficacy. Results revealed that greater satisfaction and school belonging, as well as less friction, were associated with higher language arts self-efficacy; school belonging emerged as the most important contextual influence when all classroom and school environmental variables were examined together. Less difficulty was the only contextual variable associated with higher math and science self-efficacy. These results suggest that student perceptions of the classroom and school environment are important to consider in relation to academic outcomes and that they have differential influences depending on the subject. Findings and implications for teachers and schools are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10