The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools

This study examined the relationships between classroom psychosocial learning environment and students’ motivation in learning mathematics for secondary school students. It also examined the influence of the two classroom psychosocial factors: student-teacher relationship and peer interaction toward...

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Main Author:	Voo, Pei Yee
Format:	Thesis
Language:	English English
Published:	2017
Subjects:	LB1603-1696.6 Secondary education High schools
Online Access:	https://eprints.ums.edu.my/id/eprint/38984/1/24%20PAGES.pdf https://eprints.ums.edu.my/id/eprint/38984/2/FULLTEXT.pdf
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id	my-ums-ep.38984
record_format	uketd_dc
spelling	my-ums-ep.389842024-06-28T07:00:34Z The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools 2017 Voo, Pei Yee LB1603-1696.6 Secondary education. High schools This study examined the relationships between classroom psychosocial learning environment and students’ motivation in learning mathematics for secondary school students. It also examined the influence of the two classroom psychosocial factors: student-teacher relationship and peer interaction towards students’ motivation in learning mathematics. A modified version of “What Is Happening in This Class” questionnaire (WIHIC) (Fraser, 1998) was used to measure the classroom psychosocial learning environment and Mathematics Effectance Motivation scale (Fennema and Sherman, 1976) was used to assess motivation. A sample of 443 Form Four students from five public secondary schools in Kota Kinabalu district were involved in this study. Relationships between the two classroom psychosocial learning environment factors and students’ motivation were examined using Pearson’s correlation and multiple regression analyses. The results of the analysis revealed correlation between student-teacher relationship and motivation (r = 0.404, p<0.05) and peer interaction and motivation (r = 0.259, p<0.05). The regression analyses also indicated that there was a significant influence of student-teacher relationship on students’ motivation in learning mathematics. Student-teacher relationship was the unique predictor for students’ motivation. 2017 Thesis https://eprints.ums.edu.my/id/eprint/38984/ https://eprints.ums.edu.my/id/eprint/38984/1/24%20PAGES.pdf text en public https://eprints.ums.edu.my/id/eprint/38984/2/FULLTEXT.pdf text en validuser masters Universiti Malaysia Sabah Fakulti Psikologi dan Pendidikan
institution	Universiti Malaysia Sabah
collection	UMS Institutional Repository
language	English English
topic	LB1603-1696.6 Secondary education High schools
spellingShingle	LB1603-1696.6 Secondary education High schools Voo, Pei Yee The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools
description	This study examined the relationships between classroom psychosocial learning environment and students’ motivation in learning mathematics for secondary school students. It also examined the influence of the two classroom psychosocial factors: student-teacher relationship and peer interaction towards students’ motivation in learning mathematics. A modified version of “What Is Happening in This Class” questionnaire (WIHIC) (Fraser, 1998) was used to measure the classroom psychosocial learning environment and Mathematics Effectance Motivation scale (Fennema and Sherman, 1976) was used to assess motivation. A sample of 443 Form Four students from five public secondary schools in Kota Kinabalu district were involved in this study. Relationships between the two classroom psychosocial learning environment factors and students’ motivation were examined using Pearson’s correlation and multiple regression analyses. The results of the analysis revealed correlation between student-teacher relationship and motivation (r = 0.404, p<0.05) and peer interaction and motivation (r = 0.259, p<0.05). The regression analyses also indicated that there was a significant influence of student-teacher relationship on students’ motivation in learning mathematics. Student-teacher relationship was the unique predictor for students’ motivation.
format	Thesis
qualification_level	Master's degree
author	Voo, Pei Yee
author_facet	Voo, Pei Yee
author_sort	Voo, Pei Yee
title	The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools
title_short	The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools
title_full	The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools
title_fullStr	The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools
title_full_unstemmed	The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools
title_sort	influence of classroom psychosocial learning environment towards students' motivation in learning mathematics in secondary schools
granting_institution	Universiti Malaysia Sabah
granting_department	Fakulti Psikologi dan Pendidikan
publishDate	2017
url	https://eprints.ums.edu.my/id/eprint/38984/1/24%20PAGES.pdf https://eprints.ums.edu.my/id/eprint/38984/2/FULLTEXT.pdf
_version_	1804890359270998016

The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools

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