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    Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach

    197430_197430.pdf (389.6Kb)
    Access Status
    Open access
    Authors
    Aldridge, Jill
    Afari, Ernest
    Fraser, Barry
    Date
    2012
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Aldridge, Jill and Afari, Ernest and Fraser, Barry. 2012. Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach. The Alberta Journal of Educational Research. 58 (4): pp. 614-633.
    Source Title
    The Alberta Journal of Educational Research
    Additional URLs
    http://ajer.synergiesprairies.ca/ajer/index.php/ajer/article/view/1038
    ISSN
    1923-1857
    Remarks

    © 2013 The Governors of the University of Alberta

    URI
    http://hdl.handle.net/20.500.11937/47820
    Collection
    • Curtin Research Publications
    Abstract

    The purpose of our study was to examine the effects of two psychosocial features of the classroom environment (teacher support and personal relevance) on college students’ academic self-efficacy and enjoyment of mathematics lessons. Data collected from 352 mathematics students attending three higher education institutions in the United Arab Emirates were used to validate the questionnaires and to investigate the hypothesized relationships. Structural equation modeling analysis suggests that teacher support and personal relevance are influential predictors of enjoyment of mathematics lessons and academic self-efficacy.

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