{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19622"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19622","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The relationship between optimism, self-perceptions of competence, and the classroom environment","abstract":"The study explores the relationship between the classroom environment and the student's optimism and self-perception of competence. The study was guided by the following research questions: (a) To what extent and how are students' optimism and self-perceptions of competence related to the classroom environment? (b) To what extent do students' optimism and self-perceptions of competence decline as students advance through the primary grades? (c) To what extent do students' optimism and self-perceptions of competence differ within the same grade in open classrooms versus traditional classrooms? (d) In traditional classrooms, do students' self-perceptions of competence decline more as they progress through the grades than they do in open classrooms? (e) In open classrooms, do students' self-perceptions of competence decline less through grades than they do in traditional classrooms?","abstract_html":"The study explores the relationship between the classroom environment and the student's optimism and self-perception of competence. The study was guided by the following research questions: (a) To what extent and how are students' optimism and self-perceptions of competence related to the classroom environment? (b) To what extent do students' optimism and self-perceptions of competence decline as students advance through the primary grades? (c) To what extent do students' optimism and self-perceptions of competence differ within the same grade in open classrooms versus traditional classrooms? (d) In traditional classrooms, do students' self-perceptions of competence decline more as they progress through the grades than they do in open classrooms? (e) In open classrooms, do students' self-perceptions of competence decline less through grades than they do in traditional classrooms?","abstract_has_math":false,"creators":["Evangelou, Demetra"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katz, Lilian G."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:13:19Z","date_published":"2011-05-07T12:13:19Z","updated_at":"2026-07-22T22:25:14Z","subjects":["Education, Elementary","Education, Educational Psychology"],"languages":["eng"],"rights":["Copyright 1990 Evangelou, Demetra"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026178","(UMI)AAI9026178"],"render_values":[{"text":"AAI9026178","href":null,"code":true},{"text":"(UMI)AAI9026178","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19622","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katz, Lilian G."]},{"key":"dc:creator","label":"Author","values":["Evangelou, Demetra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:13:19Z","10000-01-01","1990"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary","Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1990 Evangelou, Demetra"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026178","(UMI)AAI9026178","http://hdl.handle.net/2142/19622"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The study explores the relationship between the classroom environment and the student's optimism and self-perception of competence. The study was guided by the following research questions: (a) To what extent and how are students' optimism and self-perceptions of competence related to the classroom environment? (b) To what extent do students' optimism and self-perceptions of competence decline as students advance through the primary grades? (c) To what extent do students' optimism and self-perceptions of competence differ within the same grade in open classrooms versus traditional classrooms? (d) In traditional classrooms, do students' self-perceptions of competence decline more as they progress through the grades than they do in open classrooms? (e) In open classrooms, do students' self-perceptions of competence decline less through grades than they do in traditional classrooms?","Seventy-seven children and eight teachers participated in the study. Approximately half the number of children came from open classrooms, and the remainder came from traditional classrooms. Children were students in the kindergarten, the second, and the fourth grades. The children's perceptions of their own competence were assessed by means of two scales. An additional scale was used to assess children's optimism. Classrooms were classified as either open or traditional, according to an observation scale and a teacher questionnaire.","Statistical analyses of the data did not confirm any of the hypotheses. No relationship was found between optimism, self-perceptions of competence, and the classroom environment. Suggestions are made for future research addressing both theoretical and methodological issues.","Made available in DSpace on 2011-05-07T12:13:19Z (GMT). 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The study was guided by the following research questions: (a) To what extent and how are students' optimism and self-perceptions of competence related to the classroom environment? (b) To what extent do students' optimism and self-perceptions of competence decline as students advance through the primary grades? (c) To what extent do students' optimism and self-perceptions of competence differ within the same grade in open classrooms versus traditional classrooms? (d) In traditional classrooms, do students' self-perceptions of competence decline more as they progress through the grades than they do in open classrooms? (e) In open classrooms, do students' self-perceptions of competence decline less through grades than they do in traditional classrooms?","Seventy-seven children and eight teachers participated in the study. Approximately half the number of children came from open classrooms, and the remainder came from traditional classrooms. Children were students in the kindergarten, the second, and the fourth grades. The children's perceptions of their own competence were assessed by means of two scales. An additional scale was used to assess children's optimism. Classrooms were classified as either open or traditional, according to an observation scale and a teacher questionnaire.","Statistical analyses of the data did not confirm any of the hypotheses. No relationship was found between optimism, self-perceptions of competence, and the classroom environment. Suggestions are made for future research addressing both theoretical and methodological issues.","Made available in DSpace on 2011-05-07T12:13:19Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9026178.pdf: 3438261 bytes, checksum: e8f100731e3feba558cdd87c8fcdf474 (MD5) Previous issue date: 1990","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:38:17Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:15:56-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9026178","(UMI)AAI9026178","http://hdl.handle.net/2142/19622"],"dc:language":["eng"],"dc:rights":["Copyright 1990 Evangelou, Demetra"],"dc:subject":["Education, Elementary","Education, Educational Psychology"],"dc:title":["The relationship between optimism, self-perceptions of competence, and the classroom environment"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:14Z"}