Correlations Between Achievements in Mathematics, Student Characteristics, Classroom Climate and Self-Efficacy

Abstract

This study examines a model for evaluating the influence of student characteristics and classroom climate on achievements in mathematics among Druze high-school students. The sample consisted of 400 students who were randomly chosen from all Druze high schools in northern Israel. The participants (202 girls and 198 boys) studied four-point (mid-level) mathematics for matriculation. Student characteristics examined include background (gender, number of siblings, and parents’ education), attitudes toward mathematics, and mathematical self-efficacy. Classroom climate during mathematics lessons was also examined. The extent to which the model and the variables’ direct and indirect effects influence mathematical achievements were examined. Results showed that mathematical self-efficacy had a positive effect on mathematical achievements. Students’ attitudes toward mathematics and the classroom climate were significantly positively associated with achievements in mathematics. Furthermore, it was observed that attitude toward mathematics significantly positively affected mathematical self-efficacy.