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Learning Environments Research

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10.05.2020 | Original Paper

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

verfasst von: Myint Swe Khine, Barry J. Fraser, Ernest Afari

Erschienen in: Learning Environments Research | Ausgabe 3/2020

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Abstract

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.

Vorheriger Artikel Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments

Nächster Artikel Role of technology in the design of learning environments

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Titel: Structural relationships between learning environments and students’ non-cognitive outcomes: secondary analysis of PISA data
verfasst von: Myint Swe Khine
Barry J. Fraser
Ernest Afari
Publikationsdatum: 10.05.2020
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research / Ausgabe 3/2020
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-020-09313-2

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