Transcript of Learning Environments in Andhra Pradesh, India: Children’s Academic Self-Concept and Mathematics...
- Slide 1
- Learning Environments in Andhra Pradesh, India: Childrens
Academic Self-Concept and Mathematics Achievement Research
Symposium 21 May, 2015 Magnolia, India Habitat Centre, New Delhi
Renu Singh & Sudipa Sarkar
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- 2 Young Lives- Panel Data
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- Academic Self-Concept 3 Past three decades has seen enormous
attention to key psychological constructs such as self-concept
within Northern countries. Self-concept represents ones general
perception of self in given domains of functioning Academic
self-concept is distinct from global self-concept and reflects an
aggregated judgment or overall impression of ones competence in
given academic domains such as the verbal domain or mathematics
(Bong and Sklavik 2003) To analyse changes and factors affecting
student achievement, Kupari and Nissinen, 2013 analysed TIMSS 1999
data and TIMSS 2011 data (eighth- graders). They found that
students mathematics self-concept, was by far the most significant
predictor of their performance
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- Learning Environment & Academic Self-Concept 4 Self-concept
is constructed through interaction with the socio-cultural
environment Recent research suggests that particular aspects of
instruction in mathematics classrooms, such as classroom
management, classroom climate and cognitive activation are
associated with students attitudes and emotions concerning
mathematics (Frenzel et al. 2010; Chen et al. 2011; Brown et al.
2010).
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- Research Methods 5 This paper attempts to study the
relationship between childrens academic self- concept in
mathematics and their mathematics achievement as well as understand
how various aspects of the classroom learning environment are
associated with childrens academic self-concept in elementary
classrooms in Andhra Pradesh (now Telangana and Andhra Pradesh),
India It draws upon both quantitative and qualitative data from
school survey conducted in 2010-11 as well as Round 3 and
qualitative sub-study in 2011 Ordinary least square (OLS) method is
used to estimate the partial correlation between classroom learning
environment and the academic self-concept of primary school
students, controlling for other factors, such as school type,
household monthly per capita expenditure (MPCE), caste and
educational level of parents, as well as urban/rural location of
residence. Teachers were observed in 490 classrooms while taking
mathematics classes attended by Young Lives children.
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- Academic Self-Concept Index 6 Statements I am really good at
learning maths Doing maths is very difficult for me (-ve) Most
children in my class score better than me (-ve) I am proud of my
achievements in school I can do well in school if I work hard I
cannot do well in school even if I try hard (-ve)
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- Positive Significant Correlation between Academic self-concept
and Mathematics score 7 Table 2: Correlation between Mathematics
achievement and academic self concept *** p