The Role of Self-Efficacy in the Relationship between the Learning Environment and Student Engagement
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| Title: | The Role of Self-Efficacy in the Relationship between the Learning Environment and Student Engagement |
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| Language: | English |
| Authors: | Sökmen, Yavuz |
| Source: | Educational Studies. 2021 47(1):19-37. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | 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 |
| Geographic Terms: | Turkey |
| Assessment and Survey Identifiers: | Constructivist Learning Environment Survey, Patterns of Adaptive Learning Survey |
| DOI: | 10.1080/03055698.2019.1665986 |
| ISSN: | 0305-5698 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1280931 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0305-5698 |
| DOI: | 10.1080/03055698.2019.1665986 |
