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dc.contributor.authorOttman, Chelsea
dc.description1 online resource (ii, 63 pages) : illustrations.en_US
dc.description.abstractThe topic of self-efficacy and academic achievement have been studied for many years, since the term perceived self-efficacy was coined by Albert Bandura in 1994. This research focuses on how self-efficacy beliefs affects the academic achievement of students in the upper elementary grades, as well as how their teachers' self-efficacy beliefs affects the academic achievement of their students. A mixed-methods approach was used in the form of a 20 question survey and interviews based on the answers to the survey. Interviews were also conducted with the classroom teachers. The questionnaires were analyzed by placing questions into groups based on the topic of the question, and the overall answers from the students were graphed to show any similarities in those answers that led to a conclusion. The results of the surveys showed that self efficacy had an effect on the student's academic achievement, and that students who were more confident in their abilities did better in school. [from abstract]en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.subjectSelf-efficacy---Study and teaching---New York (State), Western---Case studies.en_US
dc.titleThe effects of self-efficacy on teachers and on elementary students' academic achievement in Mathematics and English language artsen_US
dc.description.institutionSUNY at Fredonia

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