Relationships between learning environments and self-efficacy in primary schools and differing perceptions of at-risk students
|dc.identifier.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.|
© 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.
|dc.title||Relationships between learning environments and self-efficacy in primary schools and differing perceptions of at-risk students|
|dcterms.source.title||Learning Environments Research|
|curtin.department||School of Education|
|curtin.accessStatus||Fulltext not available|
|curtin.faculty||Faculty of Humanities|
|curtin.contributor.orcid||Aldridge, Jill [0000-0003-0742-0473]|
|curtin.contributor.scopusauthorid||Aldridge, Jill |