The learning environment, self‐handicapping, and Canadian high school mathematics students

被引：0

作者：

Janet M. Ferguson

Jeffrey P. Dorman

机构：

[1] Canisius College,

[2] Australian Catholic University,undefined

来源：

Canadian Journal of Science, Mathematics and Technology Education | 2003年 / 3卷 / 3期

关键词：

D O I：

10.1080/14926150309556571

中图分类号：

学科分类号：

摘要：

The strongest tradition of classroom‐environment research has focused on empirically testing the relationship between the classroom environment and student outcomes. This paper reports a study conducted within this general framework. Specifically, this research investigated the relationship between the classroom environment and self‐handicapping by students in Canadian high school mathematics classes. Results showed that the classroom environment accounted for appreciable proportions of variance in self‐handicapping, beyond that attributable to academic efficacy. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self‐handicapping. © 2003 Taylor and Francis Group, LLC.

引用

页码：323 / 331

页数：8

共 29 条

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