ABSTRACT
The present study investigated the role of disciplinary climate in the classroom and student math self-efficacy on math achievement. The student part of the Program for International Student Assessment (PISA) 2003 survey containing 4,199 U.S. observations was employed in a weighted least squares nested multiple regression framework to predict math achievement from disciplinary climate and self-efficacy in addition to several control variables. The results showed that improvement in disciplinary climate was associated with a reduction in the achievement gap whereas improvement in self-efficacy was associated with an expansion in that gap. These effects varied across race and gender. A significant interaction effect was found between the disciplinary climate and self-efficacy. Educational implications are discussed.
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Cheema, J.R., Kitsantas, A. INFLUENCES OF DISCIPLINARY CLASSROOM CLIMATE ON HIGH SCHOOL STUDENT SELF-EFFICACY AND MATHEMATICS ACHIEVEMENT: A LOOK AT GENDER AND RACIAL–ETHNIC DIFFERENCES. Int J of Sci and Math Educ 12, 1261–1279 (2014). https://doi.org/10.1007/s10763-013-9454-4
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DOI: https://doi.org/10.1007/s10763-013-9454-4