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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
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
FullText Text:
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  Data: 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
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  Data: 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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      – SubjectFull: Educational Environment
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