Literaturnachweis - Detailanzeige
| Autor/inn/en | Galos, Siobhan; Aldridge, Jill M. |
|---|---|
| Titel | Relationships between Learning Environments and Self-Efficacy in Primary Schools and Differing Perceptions of At-Risk Students |
| Quelle | In: Learning Environments Research, 24 (2021) 2, S.253-268 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Galos, Siobhan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1387-1579 |
| DOI | 10.1007/s10984-020-09323-0 |
| Schlagwörter | Correlation; Classroom Environment; Self Efficacy; Elementary School Students; Elementary School Teachers; At Risk Students; Teacher Student Relationship; Academic Failure; Student Attitudes |
| Abstract | Because students who are considered to be at-risk of academic failure are more likely to experience a range of serious outcomes both at school and later in life, it is important for educators to provide a learning environment that supports these students. The aims of the study were two-fold. First, to better understand how educators might support students considered to be at-risk, we examined whether they perceived their learning environment and self-efficacy differently from their counterparts. Second, to provide insight into how teachers can improve their students' self-efficacy, we investigated relationships between students' perceptions of classroom environment and their self-efficacy. A survey was administered to a sample of 609 primary-school students in 31 classes. Practical insights from the results can assist teachers to create supportive learning environments that enhance self-efficacy and learning outcomes for all students, particularly those academically at-risk. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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