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    Influence of Students' Prior Knowledge and Classroom Learning Environment on Self-efficacy and Achievement in Mathematics

    Aluri V 2018.pdf (3.332Mb)
    Access Status
    Open access
    Authors
    Aluri, Venkata Lakshmi Narayana
    Date
    2018
    Supervisor
    Prof. Barry Fraser
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    Faculty
    Humanities
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/69385
    Collection
    • Curtin Theses
    Abstract

    I validated a 56-item seven-scale mathematics learning environment survey and used it to quantify the joint influence of students’ prior knowledge and classroom learning environment on achievement when mediated by self-efficacy. The joint influence was significant only for high-ability students, whereas the direct and mediated effects of prior knowledge were significant for medium- and low-ability students. A tool was developed for teachers to identify for remedial counselling students who over-assume their capabilities of mathematics achievement.

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