Abstract
This paper presents a complex interactional model of classroom factors that contribute to the development of students’ self-evaluations. This model integrates previously investigated factors, suggests the operation of additional factors, and extends the notion of the operation of classroom factors to account for the possibility that certain factors may compensate for or negate the effect of otherwise crucial factors in influencing students’ interpretations of and reactions to classroom events. Described are (a) task structure, (b) grouping practices, (c) feedback and evaluation procedures and information about ability, (d) motivational strategies, (e) locus of responsibility for learning, and (f) the quality of teacher-student relationships. This notion of compensating and negating features within the classroom environment can be applied to understanding other student outcomes as they are influenced by teaching processes.
Keywords
PsychologyTask (project management)Quality (philosophy)Mathematics educationPedagogy
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Publication Info
- Year
- 1984
- Type
- article
- Volume
- 54
- Issue
- 3
- Pages
- 301-325
- Citations
- 198
- Access
- Closed
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Cite This
Hermine H. Marshall,
Rhona S. Weinstein
(1984).
Classroom Factors Affecting Students’ Self-Evaluations: An Interactional Model.
Review of Educational Research
, 54
(3)
, 301-325.
https://doi.org/10.3102/00346543054003301
Identifiers
- DOI
- 10.3102/00346543054003301