3,818
Views
50
CrossRef citations to date
0
Altmetric
Articles

The role of self-efficacy in the relationship between the learning environment and student engagement

Pages 19-37 | Received 15 Apr 2019, Accepted 05 Sep 2019, Published online: 16 Sep 2019

References

  • Apter, B., C. Arnold, and J. Swinson. 2010. “A Mass Observation Study of Student and Teacher Behavior in British Primary Classrooms.” Educational Psychology in Practice 26(2): 151–171. doi:10.1080/02667361003768518.
  • Assor, A., H. Kaplan, and G. Roth. 2002. “Choice Is Good, but Relevance Is Excellent: Autonomy-enhancing and Suppressing Teacher Behaviors Predicting Students’ Engagement in Schoolwork.” British Journal of Educational Psychology 72: 261–278.
  • Azevedo, R. 2015. “Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues.” Educational Psychologist 50: 84–94. doi:10.1080/00461520.2015.1004069.
  • Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Blair, A., S. Curtis, M. Goodwin, and S. Shields. 2013. “What Feedback Do Students Want?” Politics 1 (33): 66–79. doi:10.1111/j.1467-9256.2012.01446.x.
  • Bong, M., C. Cho, H. S. Ahn, and H. J. Kim. 2012. “Comparison of Self-beliefs for Predicting Student Motivation and Achievement.” The Journal of Educational Research 105: 336–352. doi:10.1080/00220671.2011.627401.
  • Brophy, J., and T. L. Good. 1986. “Teacher Behavior and Achievement.” In Handbook Of Research on Teaching, edited by, 328-375. New York: Macmillan.
  • Christenson, S. L., A. L. Reschly, and C. Wylie, Eds. 2012. Handbook of Research on Student Engagement. New York: Springer.
  • Den Brok, P., M. Brekelmans, and T. Wubbels. 2004. “Interpersonal Teacher Behaviour and Student Outcomes.” School Effectiveness and School Improvement 15 (3–4): 407–442. doi:10.1080/09243450512331383262.
  • Dolezal, S. E., L. Mohan Welsh, M. Pressley, and M. M. Vincent. 2003. “How Nine Third-grade Teachers Motivate Student Academic Engagement?” The Elementary School Journal 103 (3): 239–267. doi:10.1086/499725.
  • Dorman, J. P. 2001. “Associations between Classroom Environment and Academic Efficacy.” Learning Environments Research 4: 243–257. doi:10.1023/A:1014490922622.
  • Driscoll, M. P. 2005. Psychology of Learning for Instruction. 3rd ed. Boston: Pearson.
  • Ferrell, A. 2012. “Classroom Social Environments, Motivational Beliefs, and Student Engagement.” Unpublished doctoral diss., University of Southern California. doi:10.1094/PDIS-11-11-0999.
  • Fredricks, J. A., M. Filsecker, and M. A. Lawson. 2016. “Student Engagement, Context, and Adjustment: Addressing Definitional, Measurement, and Methodological Issues.” Learning and Instruction 43: 1–4. doi:10.1016/j.learninstruc.2016.02.002.
  • Fredricks, J. A., P. C. Blumenfeld, and A. H. Paris. 2004. “School Engagement: Potential of the Concept, State of the Evidence.” Review of Educational Research 74: 59–109. doi:10.3102/00346543074001059.
  • Hamre, B. K., R. C. Pianta, A. J. Mashburn, and J. T. Downer. 2007. Building a Science of Classrooms: Application of the CLASS Framework in over 4,000 U.S. Early Childhood and Elementary Classrooms. New York: Foundation for Child Development.
  • Harbour, K. E., L. L. Evanovich, C. A. Sweigart, and L. E. Hughes. 2015. “A Brief Review of Effective Teaching Practices that Maximize Student Engagement.” Preventing School Failure: Alternative Education for Children and Youth 59 (1): 5–13. doi:10.1080/1045988X.2014.919136.
  • Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:10.3102/003465430298487.
  • Hidiroglu, F. M. 2014. “The Role of Perceived Classroom Goal Structures, Self-efficacy, and the Student Engagement in Seventh Grade Students’ Science Achievement.” Unpublished master’s thesis., Middle East Technical University.
  • Hyland, K., and F. Hyland. 2006. “Feedback on Second Language Students’ Writing.” Language Teaching 39 (2): 83–101. doi:10.1017/S0261444806003399.
  • Johnson, B., and R. McClure. 2004. “Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES).” Learning Environments Research 7 (1): 65–80. doi:10.1023/B:LERI.0000022279.89075.9f.
  • Johnson, D. W. 1981. “Student-student Interaction: The Neglected Variable in Education.” Educational Researcher 10 (1): 5-10.
  • Kagitci, B. 2013. “The Relationship Between Students’ Preference For Wrıtten Feedback And Improvement In Writing: Is The Preferred One The Best One” Unpublished master’s thesis., Middle East Technical University.
  • Kahraman, N., and S. Sungur. 2011. “The Contribution of Motivational Beliefs to Students’ Metacognitive Strategy Use.” Education and Science 36 (160): 3–10.
  • Kelloway, E. K. 1998. Using LISREL for Structural Equation Modeling: A Researcher’s Guide. Thousand Oaks, CA: Sage.
  • King, P. E., P. Schrodt, and J. Weisel. 2009. “The Instructional Feedback Orientation Scale: Conceptualizing and Validating a New Measure for Assessing Perceptions of Instructional Feedback.” Communication Education 58 (2): 235–261. doi:10.1080/03634520802515705.
  • Kingir, S., Y. Tas, G. Gok, and S. Sungur Vural. 2013. “Relationships among Constructivist Learning Environment Perceptions, Motivational Beliefs, Self-regulation and Science Achievement.” Research in Science & Technological Education 31 (3): 205–226. doi:10.1080/02635143.2013.825594.
  • Kline, R. B. 2004. Principles and Practice of Structural Equation Modeling. 3rd ed. NY: Guilford Press.
  • Lam, S. F., B. P. Wong, H. Yang, and Y. Liu. 2012. “Understanding Student Engagement with a Contextual Model.” In Handbook of Research on Student Engagement, edited by S. L. Christenson, A. L. Reschly, and C. Wylie, 403–419. Boston, MA: Springer.
  • Lee, V. E., and J. B. Smith. 1993. “Effects of School Restructuring on the Achievement and Engagement of Middle School Students.” Sociology of Education 66: 164–187. doi:10.2307/2112735.
  • Linnenbrink, E. A., and P. R. Pintrich. 2003. “The Role of Self-efficacy Beliefs in Student Engagement and Learning in the Classroom.” Reading & Writing Quarterly 19 (2): 119–137. doi:10.1080/10573560308223.
  • Marks, H. M. 2000. “Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years.” American Educational Research Journal 37: 153–184. doi:10.3102/00028312037001153.
  • Midgley, C., M. L. Maehr, L. Z. Hruda, E. Anderman, L. Anderman, Freeman, K. E., and T. Urdan. 2000. Manual for the Patterns of Adaptive Learning Scales. Ann Arbor: University of Michigan.
  • Miller, B. W. 2015. “Using Reading Times and Eye-movements to Measure Cognitive Engagement.” Educational Psychologist 50: 31–42. doi:10.1080/00461520.2015.1004068.
  • Ministry of National Education. 2006. Ilkogretim Fen Ve Teknoloji Dersi (6, 7 Ve 8. Siniflar) Ogretim Programi, Ankara. [elementary School Science and Technology Course (grade 6, 7, and 8) Curriculum]. Ankara: Turkish Ministry of Education.
  • Ministry of National Education. 2013. Ilkogretim Kurumları (ilkokullar Ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 Ve 8. Sınıflar) Ogretim Programi [Elementary Institutions (primary and Middle Schools) Science Curricula (grades 3, 4, 5, 6, 7, and 8)]. Ankara: Turkish Ministry of Education.
  • Newmann, F. M., G. G. Wehlage, and S. D. Lamborn. 1992. “The Significance and Sources of Student Engagement.” In Student Engagement and Achievement in American Secondary Schools, edited by F. M. Newmann, 11–39. NY: Teachers College Press.
  • Niemi, H., and J. Multisilta. 2016. “Digital Storytelling Promoting Twenty-first Century Skills and Student Engagement.” Technology, Pedagogy and Education 25 (4): 451–468. doi:10.1080/1475939X.2015.1074610.
  • OECD. 2015. The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. Paris: OECD Publishing.
  • Ozkal, K., C. Tekkaya, J. Cakiroglu, and S. Sungur. 2009. “A Conceptual Model of Relationship among Constructivist Learning Environment Perceptions, Epistemological Beliefs, and Learning Approaches.” Learning and Individual Differences 19: 71–79. doi:10.1016/j.lindif.2008.05.005.
  • Pajares, F. 1996. “Self-efficacy Beliefs in Achievement Settings.” Review of Educational Research 66: 543–578. doi:10.3102/00346543066004543.
  • Patrick, H., A. M. Ryan, and A. Kaplan. 2007. “Early Adolescents’ Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement.” Journal of Educational Psychology 99: 83–98. doi:10.1037/0022-0663.99.1.83.
  • Pintrich, P. R., and D. H. Schunk. 2002. Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
  • Pintrich, P. R., and E. V. De Groot. 1990. “Motivational and Self-regulated Learning Components of Classroom Academic Performance.” Journal of Educational Psychology 82: 33–40. doi:10.1037/0022-0663.82.1.33.
  • Reeve, J. 2012. “A Self-determination Theory Perspective on Student Engagement.” In Handbook of Research on Student Engagement, edited by S. J. Christenson, A. L. Reschly, and C. Wylie, 149–172. NY: Springer.
  • Reeve, J. 2013. “How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement.” Journal of Educational Psychology 105: 579–595. doi:10.1037/a0032690.
  • Reeve, J., and C. Tseng. 2011. “Agency as a Fourth Aspect of Students’ Engagement during Learning Activities.” Contemporary Educational Psychology 36 (4): 257–267. doi:10.1016/j.cedpsych.2011.05.002.
  • Reeve, J., and W. Lee. 2014. “Students’ Classroom Engagement Produces Longitudinal Changes in Classroom Motivation.” Journal of Educational Psychology 106: 527–540. doi:10.1037/a0034934.
  • Ryan, A. M., and H. Patrick. 2001. “The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement during Middle School.” American Educational Research Journal 38: 437–460. doi:10.3102/00028312038002437.
  • Schumacker, R. E., and R. G. Lomax. 2004. A Beginner’s Guide to Structural Equation Modeling. 2nd ed. Mahwah, NJ: Lawrence Erlbaum.
  • Schunk, D. H. 1982. “Effects of Effort Attributional Feedback on Children’s Perceived Self-efficacy and Achievement.” Journal of Educational Psychology 74: 548–556. doi:10.1037/0022-0663.74.4.548.
  • Schunk, D. H. 1983. “Ability versus Effort Attributional Feedback: Differential Effects on Self-efficacy and Achievement.” Journal of Educational Psychology 75 (6): 848–856. doi:10.1037/0022-0663.75.6.848.
  • Schunk, D. H. 1985. “Self-efficacy and Classroom Learning.” Psychology in the Schools 22 (2): 208–223. doi:10.1002/(ISSN)1520-6807.
  • Schunk, D. H. 1995. “Self-efficacy and Education and Instruction.” In Self-efficacy, Adaptation, and Adjustment: Theory, Research, and Application, edited by J. E. Maddux, 281–303. New York: Plenum Press.
  • Schunk, D. H., and C. A. Mullen. 2012. “Self-efficacy as an Engaged Learner.” In Handbook of Research on Student Engagement, edited by S. L. Christenson, A. L. Reschly, and C. Wylie, 219–235. Boston, MA: Springer.
  • Siewert, L. 2011. “The Effects of Written Teacher Feedback on the Academic Achievement of Fifth-grade Students with Learning Challenges.” Preventing School Failure: Alternative Education for Children and Youth 55 (1): 17–27. doi:10.1080/10459880903286771.
  • Sinatra, G. M., B. C. Heddy, and D. Lombardi. 2015. “The Challenges of Defining and Measuring Student Engagement in Science.” Educational Psychologist 50: 1–13. doi:10.1080/00461520.2014.1002924.
  • Sungur, S., and S. Güngören. 2009. “The Role of Classroom Environment Perceptions in Self-regulated Learning and Science Achievement.” Elementary Education Online 8 (3): 883–900.
  • Tas, Y., and C. Tekkaya. 2010. “Personal and Contextual Factors Associated with Students’ Cheating in Science.” The Journal of Experimental Education 78: 440–463. doi:10.1080/00220970903548046.
  • Taylor, P. C., B. J. Fraser, and D. L. Fisher. 1997. “Monitoring Constructivist Classroom Learning Environments.” International Journal of Educational Research 27 (4): 293–302. doi:10.1016/S0883-0355(97)90011-2.
  • Turner, J. C., A. Christensen, H. Z. Kackar-Cam, M. Trucano, and S. M. Fulmer. 2014. “Enhancing Students’ Engagement: Report of a 3-year Intervention with Middle School Teachers.” American Educational Research Journal 51: 1195–1226. doi:10.3102/0002831214532515.
  • Turner, J. C., P. K. Thorpe, and M. K. Meyer. 1998. “Students’ Reports of Motivation and Negative Affect: A Theoretical and Empirical Analysis.” Journal of Educational Psychology 90: 758–771. doi:10.1037/0022-0663.90.4.758.
  • Wang, M. T., and R. Holcombe. 2010. “Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School.” American Educational Research Journal 47 (3): 633–662. doi:10.3102/0002831209361209.
  • Wang, M.-T., and J. S. Eccles. 2013. “School Context, Achievement Motivation, and Academic Engagement: A Longitudinal Study of School Engagement Using A Multidimensional Perspective.” Learning and Instruction 28: 12–23. doi:10.1016/j.learninstruc.2013.04.002.
  • Yilmaz-Tuzun, O., J. Cakiroglu, and W. J. Boone. 2006. “Turkish High School Students’ Perceptions of Constructivist Learning Environment in Chemistry Classrooms and Their Attitudes Towards Chemistry.” Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, USA.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.