ABSTRACT
For nearly 50 years, leaders in American industry, military, education, and politics have focused considerable attention on STEM (science, technology, engineering, and mathematics) education. Given the increased societal demand for STEM careers, the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics needed to be examined. A purposeful sample of college algebra instructors (n = 15), employed at public 4-year universities in various states (n = 10) across the nation, was administered the Principles of Adult Learning Scale at the beginning of the semester to assess classroom climate. At the end of the course semester, their college algebra students (n = 326) were administered the Mathematics Self-Efficacy Scale-Revised and final college algebra examinations. The results of the multi-level analysis indicated: (a) students having higher mathematics self-efficacy also had higher mathematics achievement, (b) teacher-centered classroom climates had greater mathematics self-efficacy levels, (c) classroom climate was not a significant predictor of mathematics achievement, (c) classroom climate did not moderate the relationship between mathematics self-efficacy and achievement, and (d) although boys reported higher mathematics self-efficacy than girls, gender differences were not found to exist in regard to mathematics achievement.
Similar content being viewed by others
References
Ashcraft, M. (2002). Math anxiety: Personal, educational and cognitive consequences. Current Directions in Psychological Science, 11, 181–185.
Ashcraft, M. & Kirk, K. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology, 130, 224–237.
Augustine, N. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, D.C.: National Academy of Sciences.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Barrett, K., Bower, B. & Donovan, N. (2007). Teaching styles of community college instructors. The American Journal of Distance Education, 21(1), 37–49.
Betz, N. & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science based college majors. Journal of Vocational Behavior, 23, 329–345.
Brown, G. (1960). Which pupil to which classroom climate? The Elementary School Journal, 60, 265–269.
Brown, K. (2009). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49–54.
Bryk, A. & Treisman, U. (2010). Make math a gateway, not a gatekeeper. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Make-Math-a-Gateway-Not-a/65056/
Bureau of Labor Statistics (2011). 2010–11 Occupational Outlook Handbook. Retrieved from http://www.bls.gov/oco/
Chanchaem, N. (2001). The transformation of teaching approach from a face-to-face classroom to an online classroom. University of Nebraska, Lincoln. ProQuest Digital Dissertations database (Publication No. AAT 3034369).
Chipman, S., Krantz, D. & Silver, R. (1992). Mathematics anxiety and science careers among able college students. Psychological Science, 3, 292–295.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
Conti, G. (1990). Identifying your teaching style. In M. Galbraith (Ed.), Adult learning methods (pp. 79–96). Malabar, Florida: Krieger Publishing Company.
Cooper, S. & Robinson, D. (1991). The relationship of mathematics self-efficacy beliefs to mathematics anxiety and performance. Measurement & Evaluation in Counseling & Development, 24, 4–11.
ECS (2010). End-of-course exams. Retrieved from http://www.ecs.org/clearinghouse/85/33/8533.pdf
Eggen, P. & Kauchak, D. (2007). Educational psychology: Windows on classrooms. Upper River Saddle, NJ: Pearson Prentice Hall.
Fast, L., Lewis, J., Bryant, M., Bocian, K., Cardullo, R., Rettig, M., et al. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102(3), 729–740.
Frank, K. (1999). Quantitative methods for studying social context in multilevels and through interpersonal relations. Review of Research in Education, 23, 171–216.
Fraser, B. (1989). Twenty years of classroom climate work: Progress and prospect. Journal of Curriculum Studies, 21, 307–327.
Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32, 47–56.
Hackett, G. & Betz, N. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261–273.
Haertel, G., Walberg, H., & Haertel, E. (1981). Socio-psychological environments and learning: A quantitative synthesis. British Educational Research Journal, 7, 27–36.
Hall, J. & Ponton, M. (2005). Mathematics self-efficacy of college freshman. Journal of Developmental Education, 28, 26–33.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33–46.
Hemphill, F. C., Vanneman, A. & Rahman, T. (2011). Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the national assessment of educational progress. Washington D.C.: U.S. Department of Education.
Johnson, B. & Christensen, L. (2010). Educational research: Quantitative, qualitative, and mixed approaches (4 th ed.). Thousand Oaks, CA: Sage Publications.
Kruenzi, J. (2008). Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. Retrieved from http://www.fas.org/sgp/crs/misc/RL33434.pdf
Lent, R., Lopez, F. & Bieschke, K. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology, 38, 424–430.
Lumpkin, A. (2007). Caring teachers: The key to student learning. Kappa Delti Pi Record, 43(4), 158–160.
Natale, R. (2007). Faculty knowledge of adult learning styles as predictors of success in community college preparatory mathematics. University of Florida, Florida. ProQuest Digital Dissertations database (Publication No. AAT 3268315).
NCES (2011). Projections of education statistics to 2020 (39th edition). Washington, D.C.: U.S. Department of Education.
NCES (2012). National center for education statistics: About us. Retrieved from http://nces.ed.gov/about/
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578.
Pajares, F. & Miller, M. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193–203.
Pajares, F. & Miller, M. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42, 190–198.
Pratt, D. (2002). Analyzing perspectives: Identifying commitments and belief structures. In D. Pratt (ed.), Five perspectives on teaching in adult and higher education (pp. 217–255). Malabar, Florida: Krieger Publishing Company.
Premont, S. (1989). The principles of adult learning scale: Maximized coefficient alpha and confirmatory factor analysis using LISREL. University of Missouri–Columbia, Missouri. ProQuest Digital Dissertations database (Publication No. AAT 8925342).
Raudenbush, S. & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage Publications.
Reyes, M., Brackett, M., Rivers, S., White, M. & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0027268
Reys, B., Dingman, S., Nevels, N. & Teuscher, D. (2007). High school mathematics: State-level curriculum standards and graduation requirements. Retrieved from http://www.mathcurriculumcenter.org/PDFS/HSreport.pdf
Roschelle, J., Singleton, C., Sabelli, N., Pea, R. & Bransford, J. (2008). Mathematics worth knowing, resources worth growing, research worth noting: A response to the national mathematics advisory panel report, Educational Researcher, 37(9), 610–617.
Salinas, M. & Garr, J. (2010). Effect of learner-centered education on the academic outcomes of minority groups. Journal of Instructional Psychology, 36(3), 226–237.
Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.
Siegle, D. & McCoach, D. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18(2), 278–312.
Stevens, T., Olivarez, A., Lan, W. & Tallent-Runnels, M. (2004). Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity, The Journal of Educational Research, 97, 208–221.
Stipek, D., Feiler, R., Daniels, D. & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209–223.
Stover, S. (2006). Shifting toward learning-centered principles: A faculty development experiment. Capella University, Ohio. ProQuest Digital Dissertations database (Publication No. AAT 3226213).
The White House (2011). Education. Retrieved from http://www.whitehouse.gov/issues/education/
Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2006). Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept. Journal of Personality and Social Psychology, 90(2), 334–349.
U.S. Department of Education (2002). The No Child Left Behind Act of 2001. Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf
Vanneman, A., Hamilton, L., Baldwin Anderson, J. & Rahman, T. (2009). Achievement gaps: How Black and White students in public schools perform in mathematics and reading on the national assessment of educational progress. Washington D.C.: U.S. Department of Education.
Walberg, H. (1981). A psychological theory of educational productivity. In F. Farley & N. Gordon (Eds.), Psychology and education. Berkeley, CA: McCutchan.
Walberg, H., Fraser, B. & Welch, W. (1986). A test of a model of educational productivity among senior high school students. Journal of Educational Research, 79, 133–139.
Waller, B. (2006). Math interest and choice intentions of non-traditional African-American college students. Journal of Vocational Behavior, 68, 538–547.
Wentzel, K. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Peters, M.L. EXAMINING THE RELATIONSHIPS AMONG CLASSROOM CLIMATE, SELF-EFFICACY, AND ACHIEVEMENT IN UNDERGRADUATE MATHEMATICS: A MULTI-LEVEL ANALYSIS. Int J of Sci and Math Educ 11, 459–480 (2013). https://doi.org/10.1007/s10763-012-9347-y
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-012-9347-y