The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens
Nagla Ali 1 , Othman Abu Khurma 1 * , Ernest Afari 2 , Myint Swe Khine 3
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1 Emirates College for Advanced Education, Abu Dubai, UAE2 University of Bahrain, Zallaq, BAHRAIN3 Curtin University, Bentley, WA, AUSTRALIA* Corresponding Author

Abstract

To examine the relationship between students’ perceptions and their non-cognitive outcomes, this research uses secondary analysis of PISA data from 14,167 students in the United Arab Emirates. Seven factors of learning environment were identified after reviewing the literature. The findings reveal that six factors of the learning environments had a statistically significant association with epistemological beliefs. It was also found that three aspects of learning environments had a statistically significant association with self-efficacy. The results indicate that the three aspects of learning environments had a statistically significant association with anxiety. There was no association found between anxiety and any other teacher factors. The findings also show a positive and statistically significant relationship between students’ epistemological beliefs and self-efficacy, and a negative significant relationship between self-efficacy and anxiety. The research thus confirmed previous research by establishing a significant association between the nature of the learning environment and students’ cognitive outcomes.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 3, March 2023, Article No: em2233

https://doi.org/10.29333/ejmste/12967

Publication date: 01 Mar 2023

Online publication date: 17 Feb 2023

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