Feelings about Math and Science: Reciprocal Determinism and Catholic School Education

Authors

  • Anna Cash Ghee Xavier University
  • Jane C. Khoury University of Cincinnati

Abstract

Applying Bandura’s reciprocal determinism model, differences in math and science experiences influenced by individual, gender, and school variables were investigated within 1,368 elementary students who attended 21 Catholic schools. Math and Science were evaluated positively and favored more than other academic subjects. However, advantages were found for boys by lowered math anxiety levels and favoring of math, and for large schools by lowered math anxiety levels and higher student ratings of science. No advantages were found for small schools. However, school poverty rate appeared to have a confounding effect on school size. Discussion is presented pertaining to the specific need to study Catholic school systems regarding student perceptions in light of distinguishing Catholic school factors.

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Published

2008-03-01

How to Cite

Ghee, A. C., & Khoury, J. C. (2008). Feelings about Math and Science: Reciprocal Determinism and Catholic School Education. Catholic Education: A Journal of Inquiry and Practice, 11(3). Retrieved from https://ejournals.bc.edu/index.php/cej/article/view/1020

Issue

Vol. 11 No. 3 (2008)

Section

Articles

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