Downloaded from http://aerj.aera.

net at UNIV OF NORTH CAROLINA on September 28, 2011

.49
.60
.41
.71
.17
.35
.41
.44
.07
.01
.21
3.22
1.05

.40
.14
.47
.15
.14
.16
.25
.15
.16
.05
3.22
1.07

.39
.49
.20
.46
.35
.50
.10
.16
.06
3.52
1.11

.45
.17
.29
.45
.22
.18
.05
.31
2.15
0.97

Note. Correlations about .13 are significant at the p < .05 level.
a
Gender is coded 0 = male and 1 = female.
b
Race is coded 0 = European American and 1 = African American.
c
Prior achievement is seventh grade math grades (1 = F through 13 = A+).

1. Teacher support
2. Promote interaction
3. Promote mutual respect
4. Promote performance goals
5. Social efficacy: teacher
6. Social efficacy: peers
7. Academic efficacy
8. Disruptive behavior
9. Self-regulated learning
10. Gendera
11. Raceb
12. Prior achievementc
Mean
Standard deviation

.30
.47
.35
.41
.11
.05
.20
3.60
1.01

.42
.04
.20
.13
.09
.11
4.16
0.77

.18
.50
.02
.31
.11
3.86
0.92

.38
.21
.02
.21
2.54
1.14

.01
.10
.00
3.27
0.82

.06
.09
0.57

10

.17
0.44

11

6.72
3.56

12

Table 2
Means, Standard Deviations, and Correlations Among Perceived Classroom Social Environment Variables and
Student Motivation and Engagement in Eighth Grade, Gender, Race, and Prior Achievement