The Role of Self-Efficacy in the Relationship between the Learning Environment and Student Engagement

Autor/in	Sökmen, Yavuz
Titel	The Role of Self-Efficacy in the Relationship between the Learning Environment and Student Engagement
Quelle	In: Educational Studies, 47 (2021) 1, S.19-37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1665986
Schlagwörter	Self Efficacy; Educational Environment; Learner Engagement; Middle School Students; Foreign Countries; Feedback (Response); Predictor Variables; Student Attitudes; Constructivism (Learning); Surveys; Likert Scales; Questionnaires; Gender Differences; Turkey; Constructivist Learning Environment Survey; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Prädiktor; Schülerverhalten; Survey; Umfrage; Befragung; Likert-Skala; Fragebogen; Geschlechterkonflikt; Türkei
Abstract	This study investigated middle school students' behavioural, emotional, cognitive, and agentic engagement in science in relation to self-efficacy and learning environment variables. Learning environment variables addressed in the study were shared control, student negotiation, promoting mutual respect, and teacher feedback. Participants of the study were 407 middle school students attending two public schools in the eastern part of Turkey. Path analysis showed that self-efficacy and teacher feedback were positive predictors for all aspects of student engagement while shared control predicted most of the engagement aspects other than emotional engagement. Promoting mutual respect was positively linked to behavioural engagement whereas student negotiation was not related to any of the engagement components. Amount of explained variance in engagement components ranged from 21% to 33%. Additionally, student negotiation, promoting mutual respect, and teacher feedback positively predicted self-efficacy and learning environment variables together explained 23% of variance in self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01