Wellcome Trust Policy on Data Management and Sharing

The Wellcome Trust's policy statement on data management and sharing, which was originally published in January 2007 and revised in August 2010

Relationship between Classroom Climate, Student Self-Efficacy, and Achievement in the High School Math Classroom

There is a variety of past research regarding the relationship between the mathematics classroom climate and student learning. More specifically, many studies look at how the classroom climate may influence student self-efficacy in math. Furthermore, another quantity of research supports that there is a link between student math self-efficacy and the student’s achievement in the particular subject. The goal of this study is to see if students’ perceptions of their math classroom climate are related to their self-efficacies towards the subject, which therefore affects their achievement in math. It is hypothesized that there is a relationship between the classroom environment and student self-efficacy; furthermore, it is hypothesized this relationship contributes to student achievement in math. Participants were 83 high school students attending a public suburban school outside of Boston in the winter of 2014. Students completed Fast’s measure assessing classroom climate, math self-efficacy and achievement. A significant relationship was found between classroom climate and student self-efficacy, with mastery goal structure being the most significant aspect of classroom climate that contributes to this relationship. A significant relationship was found between self-efficacy and achievement, but boys had higher self-efficacies while girls had higher achievement