The relationship between optimism, self-perceptions of competence, and the classroom environment
Evangelou, Demetra
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https://hdl.handle.net/2142/19622
Description
Title
The relationship between optimism, self-perceptions of competence, and the classroom environment
Author(s)
Evangelou, Demetra
Issue Date
1990
Doctoral Committee Chair(s)
Katz, Lilian G.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Elementary
Education, Educational Psychology
Language
eng
Abstract
The study explores the relationship between the classroom environment and the student's optimism and self-perception of competence. The study was guided by the following research questions: (a) To what extent and how are students' optimism and self-perceptions of competence related to the classroom environment? (b) To what extent do students' optimism and self-perceptions of competence decline as students advance through the primary grades? (c) To what extent do students' optimism and self-perceptions of competence differ within the same grade in open classrooms versus traditional classrooms? (d) In traditional classrooms, do students' self-perceptions of competence decline more as they progress through the grades than they do in open classrooms? (e) In open classrooms, do students' self-perceptions of competence decline less through grades than they do in traditional classrooms?
Seventy-seven children and eight teachers participated in the study. Approximately half the number of children came from open classrooms, and the remainder came from traditional classrooms. Children were students in the kindergarten, the second, and the fourth grades. The children's perceptions of their own competence were assessed by means of two scales. An additional scale was used to assess children's optimism. Classrooms were classified as either open or traditional, according to an observation scale and a teacher questionnaire.
Statistical analyses of the data did not confirm any of the hypotheses. No relationship was found between optimism, self-perceptions of competence, and the classroom environment. Suggestions are made for future research addressing both theoretical and methodological issues.
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