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Structural Relationships between Learning Environments and Students' Non-Cognitive Outcomes: Secondary Analysis of PISA Data
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Khine, Myint Swe; Fraser, Barry J.; Afari, Ernest – Learning Environments Research, 2020
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…
Descriptors: Educational Environment, Achievement Tests, International Assessment, Foreign Countries
Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement
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Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza – Learning Environments Research, 2016
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…
Descriptors: Adolescents, Learner Engagement, Academic Achievement, Foreign Countries
Factors Influencing Early Adolescents' Mathematics Achievement: High-Quality Teaching Rather than Relationships
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Winheller, Sandra; Hattie, John A.; Brown, Gavin T. L. – Learning Environments Research, 2013
This study used data from the Assessment Tools for Teaching and Learning project, which involved data on the academic performance of more than 90,000 New Zealand students in six subjects (i.e. reading, writing and mathematics in two languages). Two sub-samples of this dataset were included for detailed re-analysis to test the general applicability…
Descriptors: Foreign Countries, Structural Equation Models, Mathematics Achievement, Teacher Effectiveness
A Model of Metacognition, Achievement Goal Orientation, Learning Style and Self-Efficacy
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Coutinho, Savia A.; Neuman, George – Learning Environments Research, 2008
Structural equation modelling was used to test a model integrating achievement goal orientation, learning style, self-efficacy and metacognition into a single framework that explained and predicted variation in performance. Self-efficacy was the strongest predictor of performance. Metacognition was a weak predictor of performance. Deep processing…
Descriptors: Cognitive Style, Self Efficacy, Goal Orientation, Metacognition