Structural Relationships between Learning Environments and Students' Non-Cognitive Outcomes: Secondary Analysis of PISA Data

Autor/inn/en	Khine, Myint Swe; Fraser, Barry J.; Afari, Ernest
Titel	Structural Relationships between Learning Environments and Students' Non-Cognitive Outcomes: Secondary Analysis of PISA Data
Quelle	In: Learning Environments Research, 23 (2020) 3, S.395-412 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fraser, Barry J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-020-09313-2
Schlagwörter	Educational Environment; Achievement Tests; International Assessment; Foreign Countries; Secondary School Students; Student Attitudes; Outcomes of Education; Epistemology; Self Efficacy; Scientific Attitudes; Structural Equation Models; Predictor Variables; United Arab Emirates; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Schülerverhalten; Lernleistung; Schulerfolg; Erkenntnistheorie; Self-efficacy; Selbstwirksamkeit; Prädiktor; Vereinigte Arabische Emirate
Abstract	Relationships between students' perceptions and their non-cognitive outcomes (epistemological beliefs, self-efficacy and attitudes to science) were investigated through secondary analysis of data from 14,167 United Arab Emirates students who participated in the Programme for International Student Assessment (PISA). Structural equation modeling (SEM) suggested that students' perceptions of the learning environment were related to the non-cognitive outcomes of epistemological beliefs, self-efficacy and attitudes. Also, epistemological beliefs were found to have a statistically-significant and positive relationship with self-efficacy and attitudes, and self-efficacy was significantly related to attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01