**Environment Learning as a Predictor of Mathematics Self - Efficacy and Math Achievement
***Raed Zedan, Jarmas Bitar
***Abstract**

The conception of the personal capacity of the person by himself, and the ascription of success or failure, depend
amongst others on external factors taking place in his close environment, as well as on internal factors depending
on him himself. This study tries to explain the achievements in mathematics as an index for success, by
environmental factors- class climate in a certain context- the subject of mathematics, as well as, by internal
factors- mathematical self efficacy. And this with the goal of checking the connection between emotion expressed
in the study environment in a class context in the mathematics lesson and its various dimensions (satisfaction and
enjoyment, teacher- student relations, support, tensionâ€¦), and cognition, expressed- in the present study, in
mathematical self efficacy and achievements in mathematics. In the study 900 students of high schools in Israel
participated, use was made of a classroom climate questionnaire in the mathematics lesson (Zedan, 2010), and a
questionnaire of mathematical self efficacy (Nasser & Birenbaum, 2005). The findings pointed to strong positive
correlation between the dimensions of class climate: satisfaction and enjoyment, the teacher's support, rules and
instructions, competitiveness and between mathematical self efficacy and achievements in mathematics, and on
weak negative- but significant correlations, between the indices of the classroom climate: lack of gender equality,
tension and difficulty and between mathematical self efficacy and achievements in mathematics. The findings also
pointed out that the dimensions of the class climate explain 50% of the variance in mathematical self efficacy, and
explain 18% of the variance in achievements in mathematics. A strong positive correlation was also found,
between mathematical self efficacy and achievements in mathematics, mathematical self efficacy explains 25% of
the variance in achievements in mathematics. A very interesting finding in the current study is that mathematical
self efficacy, which is considered as part of a cognitive theory, is explained to a very high extent, by the class
climate prevailing in the mathematics lesson and its emotional, cognitive and behavioral dimensions, a finding
supporting the approach seeing in cognition as part of emotion.

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