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From classroom environment to mathematics achievement: the mediating role of self-perceived ability and subject interest

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From classroom environment to mathematics achievement : the mediating role of self-perceived ability and subject interest. / Tosto, Maria Grazia; Asbury, Kathryn; Mazzocco, Michele; Petrill, Steve; Kovas, Yulia.

In: Learning and individual differences, Vol. 50, 18.08.2016, p. 260–269.

Research output: Contribution to journalArticle

Harvard

Tosto, MG, Asbury, K, Mazzocco, M, Petrill, S & Kovas, Y 2016, 'From classroom environment to mathematics achievement: the mediating role of self-perceived ability and subject interest', Learning and individual differences, vol. 50, pp. 260–269. https://doi.org/10.1016/j.lindif.2016.07.009

APA

Tosto, M. G., Asbury, K., Mazzocco, M., Petrill, S., & Kovas, Y. (2016). From classroom environment to mathematics achievement: the mediating role of self-perceived ability and subject interest. Learning and individual differences, 50, 260–269. https://doi.org/10.1016/j.lindif.2016.07.009

Vancouver

Tosto MG, Asbury K, Mazzocco M, Petrill S, Kovas Y. From classroom environment to mathematics achievement: the mediating role of self-perceived ability and subject interest. Learning and individual differences. 2016 Aug 18;50:260–269. https://doi.org/10.1016/j.lindif.2016.07.009

Author

Tosto, Maria Grazia ; Asbury, Kathryn ; Mazzocco, Michele ; Petrill, Steve ; Kovas, Yulia. / From classroom environment to mathematics achievement : the mediating role of self-perceived ability and subject interest. In: Learning and individual differences. 2016 ; Vol. 50. pp. 260–269.

Bibtex - Download

@article{dff3d479db1a44fa8beb2171fe9e4e79,
title = "From classroom environment to mathematics achievement: the mediating role of self-perceived ability and subject interest",
abstract = "Drawing on Bandura's triadic reciprocal causation model perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed.",
keywords = "MATHEMATICS, SELF-PERCEIVED ABILITIES, SCHOOL ACHIEVEMENT, CLASSROOM ENVIRONMENT, INTEREST",
author = "Tosto, {Maria Grazia} and Kathryn Asbury and Michele Mazzocco and Steve Petrill and Yulia Kovas",
note = "{\textcopyright} 2016 Published by Elsevier Inc",
year = "2016",
month = aug,
day = "18",
doi = "10.1016/j.lindif.2016.07.009",
language = "English",
volume = "50",
pages = "260–269",
journal = "Learning and individual differences",
issn = "1041-6080",
publisher = "Elsevier BV",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - From classroom environment to mathematics achievement

T2 - the mediating role of self-perceived ability and subject interest

AU - Tosto, Maria Grazia

AU - Asbury, Kathryn

AU - Mazzocco, Michele

AU - Petrill, Steve

AU - Kovas, Yulia

N1 - © 2016 Published by Elsevier Inc

PY - 2016/8/18

Y1 - 2016/8/18

N2 - Drawing on Bandura's triadic reciprocal causation model perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed.

AB - Drawing on Bandura's triadic reciprocal causation model perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed.

KW - MATHEMATICS

KW - SELF-PERCEIVED ABILITIES

KW - SCHOOL ACHIEVEMENT

KW - CLASSROOM ENVIRONMENT

KW - INTEREST

U2 - 10.1016/j.lindif.2016.07.009

DO - 10.1016/j.lindif.2016.07.009

M3 - Article

VL - 50

SP - 260

EP - 269

JO - Learning and individual differences

JF - Learning and individual differences

SN - 1041-6080

ER -