Structural relationships between learning environments and students’ non-cognitive outcomes: secondary analysis of PISA data

被引：0
|
作者：
Myint Swe Khine
Barry J. Fraser
Ernest Afari
机构：
[1] Emirates College of Advanced Education,Bahrain Teachers College
[2] Curtin University,undefined
[3] University of Bahrain,undefined
来源：
Learning Environments Research | 2020年 / 23卷
关键词：
Attitudes to science; Epistemological beliefs; Learning environment; Non-cognitive outcomes; Programme for International Student Assessment (PISA); Secondary analysis; Self-efficacy; Structural equation modelling; United Arab Emirates (UAE);
D O I：
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中图分类号：
学科分类号：
摘要：
Relationships between students’ perceptions and their non-cognitive outcomes (epistemological beliefs, self-efficacy and attitudes to science) were investigated through secondary analysis of data from 14,167 United Arab Emirates students who participated in the Programme for International Student Assessment (PISA). Structural equation modeling (SEM) suggested that students’ perceptions of the learning environment were related to the non-cognitive outcomes of epistemological beliefs, self-efficacy and attitudes. Also, epistemological beliefs were found to have a statistically-significant and positive relationship with self-efficacy and attitudes, and self-efficacy was significantly related to attitudes.
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页码：395 / 412
页数：17
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