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    Relationships between learning environments and self-efficacy in primary schools and differing perceptions of at-risk students

    Access Status
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    Authors
    Galos, S.
    Aldridge, Jill
    Date
    2020
    Type
    Journal Article
    
    Metadata
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    Citation
    Galos, S. and Aldridge, J.M. 2020. Relationships between learning environments and self-efficacy in primary schools and differing perceptions of at-risk students. Learning Environments Research.
    Source Title
    Learning Environments Research
    DOI
    10.1007/s10984-020-09323-0
    ISSN
    1387-1579
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/80087
    Collection
    • Curtin Research Publications
    Abstract

    © 2020, Springer Nature B.V.

    Because students who are considered to be at-risk of academic failure are more likely to experience a range of serious outcomes both at school and later in life, it is important for educators to provide a learning environment that supports these students. The aims of the study were two-fold. First, to better understand how educators might support students considered to be at-risk, we examined whether they perceived their learning environment and self-efficacy differently from their counterparts. Second, to provide insight into how teachers can improve their students’ self-efficacy, we investigated relationships between students’ perceptions of classroom environment and their self-efficacy. A survey was administered to a sample of 609 primary-school students in 31 classes. Practical insights from the results can assist teachers to create supportive learning environments that enhance self-efficacy and learning outcomes for all students, particularly those academically at-risk.

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