Mathematics Self-Efficacy Scale Research Articles

AN INVESTIGATION INTO THE RELATIONSHIPS BETWEEN 8TH-GRADE STUDENTS' MATHEMATICS SELF-EFFICACY PERCEPTIONS AND THEIR MOTIVATION AND ANXIETY LEVELS

This study seeks to examine the relationships between 8th-grade students' mathematics self-efficacy perceptions and their motivation and anxiety levels. The correlational survey model was used in the study. The population of the study consists of 9811 8th-grade students studying at 64 public schools in Batman province in the 2020-2021 academic year. The sample consists of 550 students from 10 secondary schools selected via the random method among 9811 students. Personal Information Form, Mathematics Self-Efficacy Scale, Motivation Scale for Mathematics Lessons, and Mathematics Anxiety Scale were used as data collection tools. Independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation analysis were used to analyze the data. The relationship between mathematics self-efficacy perception, mathematics lesson motivation, and mathematics anxiety was calculated by path analysis. As a result, a positive and moderately significant relationship was found between students' mathematics self-efficacy perceptions and their motivation for mathematics lessons while a negative and moderately significant relationship was found between mathematics self-efficacy perceptions and mathematics anxiety. It was also determined that there was a negative and moderately significant relationship between students' motivation for mathematics lessons and their mathematics anxiety. The Path analysis revealed that as 8th-grade students' mathematics self-efficacy perceptions increase, their motivation for mathematics lessons increases, and their mathematics anxiety levels decrease.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0808/a.php" alt="Hit counter" /></p>

Cultivating Calculus Excellence: Smart Learning and Peer Tutoring for Math Empowerment in Female Science College Students

The aim of the current research is to investigate the impact of integrating the learning for mastery strategy supported by smart electronic applications and the peer tutoring strategy in teaching Calculus 1 on the development of academic achievement and self-efficacy in mathematics among female students in the College of Science, Saudi Arabia. To achieve the research objective, a quasi-experimental design was employed. The research instruments included an achievement test and a mathematics self-efficacy scale, which were distributed to 60 female students from the Biology Department at the College of Science. The research results revealed statistically significant differences between the average scores of the experimental group and the control group in the post application of the achievement test and the mathematics self-efficacy scale in favor of the students in the experimental group. The current research recommends the importance of utilizing the integration of various teaching strategies, such as learning for mastery and peer tutoring, in teaching Calculus 1 at the university level. It also suggests training faculty members to use these strategies to develop different aspects for their students, such as self-efficacy in mathematics.

The influence of online learning readiness on mathematics achievement with mathematics self-efficacy as an intervening variable

Background: The impact of online learning during the pandemic on students' mathematics achievements is influenced by their preparedness and belief in their ability to learn mathematics. Students’ readiness is closely linked to their self-efficacy.Aim: This study aims to examine the influence of online learning readiness on mathematics achievement, with mathematics self-efficacy serving as a mediator.Method: The study adopted a quantitative exploratory correlational approach to statistically explore the relationships between variables. It involved 197 students from UIN Sultan Aji Muhammad Idris Samarinda, who were enrolled in mathematics courses and selected through convenience sampling. Data were collected using an online learning readiness questionnaire and a mathematics self-efficacy scale, with final semester grades indicating mathematics learning achievement. Path analysis was utilized for data analysis.Result: The findings reveal that both online learning readiness and mathematics self-efficacy have a partial and simultaneous effect on mathematics learning achievement. Additionally, online learning readiness influences mathematics self-efficacy. The Sobel test results indicate that mathematics self-efficacy mediates the relationship between online learning readiness and mathematics learning achievement, with a more dominant direct influence of online learning readiness on mathematics achievement.Conclusion: The study underscores the importance of a student-oriented approach in online learning, considering the significant role of online learning readiness and self-efficacy in enhancing mathematics learning achievement.

An Analysis of the DIF Sources of ABIDE Mathematics Self-Efficacy Scale by means of a Latent Class Approach

This study aims to identify the sources of Differential Item Functioning (DIF) using the Mixture Ordinal Logistic Regression (Mixture OLR) method, a contemporary approach for detecting DIF. To analyze mathematics self-efficacy, data from a scale comprising 9 items were obtained from 5000 8th-grade students as part of the ABIDE-2016 project. The study compared the presence and extent of DIF by gender using two methods and examined the sources of DIF for items displaying DIF with Mixture OLR. The OLR analysis revealed that five items exhibited DIF at level A, but no DIF was observed with Mixture OLR. Furthermore, it was found that the magnitude of DIF (B) for an item showing DIF at level A changed due to Mixture OLR. The results indicate that the homogeneity of the data affects both the number of items displaying DIF and the magnitude of DIF. Three items did not exhibit significant DIF according to both methods. One significant finding in the study highlights the moderating effect of latent class on item 8, where DIF was observed. However, the source of DIF was not related to gender but rather stemmed from different ecological variables. An analysis of latent class characteristics revealed that students with significant DIF effects had lower absenteeism and fewer siblings. Additionally, students in this class had greater access to books at home and participated in more out-of-school mathematics courses. Surprisingly, these students were found to engage less in social activities. Various factors can influence how students respond to test items, potentially leading to DIF. These factors may include cultural background, gender, social environment, school, teacher, family interest/attitude toward the child, and home climate. Therefore, when developing and administering tests, it is crucial to test for data homogeneity and consider the impact of these variables, in addition to gender, to identify any sources of DIF in test items.

Adaptation of the sources of the mathematics self-efficacy scale for Oman: A validation study

The current study aims to adapt sources of middle school mathematics scale developed by Usher and Pajares (2009) to the Omani context. The study sample consisted of 700 students (379 girls and 321 boys) from the eighth grade in middle schools in Oman. The results of this study showed that sources of middle school mathematics self-efficacy scale (SMES) (adaption) resemble the original version of which developed by Usher and Pajares (2009). Confirmatory factor analysis showed good fit indices, with χ<sup>2</sup>=767.8, df=224, comparative fit index=.928, standardized root mean square residual=.0478, and root mean square error approximation=.059. The scale also displayed a robust internal consistency–Cronbach’s alpha coefficient was above 0.8 and for its subscales as well. The indices of convergent and divergent validity for this scale were all significant (p<0.001). Therefore, SMES is psychometrically sound and can be applied to the Omani context.

Investigation of secondary school mathematics teachers' skills in using nature-related learning materials

It has been observed that nature and science school programs have become popular in the educational environment in Turkey, and these programs are seen as a way to improve students' attitudes towards science. The general aim of these programs is to demonstrate how scientific facts and concepts in various fields are related to daily life and to make the study enjoyable. The aim of the research is to enable mathematics teachers to increase both their mathematics selfefficacy and their awareness of the sustainability of ecosystems by effectively using learning materials associated with nature. The method of the research is a pre-test-post-test design without a control group. Data collection tools were determined to be a mathematics self-efficacy scale and an ecosystem sustainability awareness scale. Data analysis was carried out using the Wilcoxon Signed Ranks test and descriptive statistics, which are non-parametric analysis methods. The findings of the study showed a positive and significant increase in the mathematics self-efficacy and awareness levels of 25 secondary school teachers working in different schools throughout Mersin who participated in the "Digital Approaches to the Mathematics of the Ecosystem" project supported by TÜBİTAK, due to nature-related activities. It is believed that the use of nature-related learning materials in mathematics teaching will make mathematics lessons more comprehensible and enjoyable, and will help students develop a more positive attitude towards mathematics lessons.

Prediction of Mathematical Anxiety Based on Meta-Cognitive Beliefs and Mathematical Self-Efficacy in Female High School Students

Background and Objective: This study aimed to predict math anxiety based on task self-efficacy, knowledge, and cognitive regulation in female students. Materials and Methods: The statistical population in this descriptive-correlational study included all female first-grade high school students (n=510) in Tuyserkan City of Hamedan, Iran, in the academic year 2018-2019, of whom 217 students were selected as the sample using multi-stage cluster sampling method. Data collection tools included the Usher and Pajares Mathematics Self-Efficacy Scale, Abolghasemi Mathematical Exam Anxiety Scale, and Meta-cognitive Beliefs Questionnaire of Schraw and Dennison. Pearson correlation coefficient and simultaneous multiple regression model were used to test the research hypotheses. Data were analyzed using SPSS software (version 20). Results: The results of the analysis indicated a positive and significant relationship between meta-cognitive (cognitive knowledge and cognitive regulation) beliefs and students’ mathematical task self-efficacy with mathematical anxiety. However, the models of meta-cognitive beliefs and mathematical self-efficacy could not predict the students’ mathematical anxiety. In addition, each variable of meta-cognitive belief and mathematical self-efficacy alone could not explain the mathematical anxiety in students. Conclusions: Based on the findings of the present study and those obtained in the previous studies, it can be concluded that students with high self-efficacy can control their anxiety in anxious situations better than those with low self-efficacy.

Developing Female Pre-Service Teachers' Mathematics Self-Efficacy by Integrating History of Mathematics into Teaching During Lesson Study

History of mathematics (HOM) was incorporated into peer teaching during lesson study as a strategy to augment the mathematics self-efficacy of female pre-service teachers in Ghana. An overview of studies on methodological approaches of integrating the history of mathematics into the teaching and learning process was presented. Mathematics Self-efficacy Scale and Grade Descriptor Grid were used to assess 12 female pre-service teachers' confidence level and performance respectively during lesson study. Results revealed that pre-service teachers exhibited a moderate self-efficacy level as well as moderately good performance in lesson instruction. A web-based questionnaire item responded by participants revealed that integrating HOM into lessons has the potential to improve teachers' self-efficacy. The impact of the study included: change of pre-service teachers' perception about teaching mathematics, a positive attitude towards mathematics, broadened conceptual knowledge and exposure to the multiplicity of problem-solving approaches. It was recommended that innovative pedagogical strategies should be adopted to enhance females' self-efficacy towards teaching mathematics. Also, teachers need to participate in lesson study as a professional collaboration which can improve their pedagogical knowledge. Further studies should investigate the relationship between prospective female teachers' self-efficacy and their mathematics achievement.

Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit?

Poor mathematics self-efficacy (MSE) has been recorded among learners at all levels in Nigeria. The study reported on here sought to establish the efficacy of differentiated instruction (DI) in raising learners’ MSE in inclusive settings. We also explored the differential effects of DI on the MSE of learners with dyscalculia, as well as on high- and low-achieving learners. We adopted a control group quasi-experimental research design involving 1 experimental and 1 control group. A total of 4 mathematics teachers and 158 Senior Secondary II (SSII) learners in 4 regular classes participated in the study. Mathematics teachers participated in a one week DI training workshop to equip them with DI skills for whole-term mathematics instruction. The Students’ Mathematics Self-efficacy Scale (SMSES) was used for data collection at pre- and post-intervention evaluations. Quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA). The major findings reveal that using DI led to significant improvements in learners’ MSE. Prior achievement (PA) had a significant influence on MSE; however, DI was effective in reducing the negative effects of poor PA on the self-efficacy of low-achieving learners and learners with dyscalculia. It was concluded that DI offers teachers the impetus to help all learners to improve their self-efficacy in mathematics.

Peningkatan Efikasi Diri Matematika melalui Metode Belajar Mind Map

This study aims to test empirically the effect of the mind maps visual learning method on increasing the self-efficacy of learning mathematics in junior high school students. The research design used a quasi-experimental design with the one-group pretest-posttest design. The research subjects were collected using a non-random purposive sampling technique with 22 students who had moderate to low self-efficacy scores. Data collection used the mathematics self-efficacy scale, and data analysis using repeated analysis of variance. The results showed that there was a difference in the average score of learning mathematics self-efficacy between pre-test and post-test. This finding may indicate that the mind maps visual learning method has a positive effect on increasing the self-efficacy of learning mathematics in junior high school students. The increase in the average self-efficacy score in the generalization dimension was 5.8 points, the level dimension was 4.5 points, and the strength dimension was 3.1 points.

AN INVESTIGATION OF 10th GRADE STUDENTS’ SELF-EFFICACY BELIEFS IN MATHEMATICS

The core of the survey was to investigate Mathematics self-efficacy of those students who study at 10th grade. Overall, 245 students of grade 10 were engaged as respondents of this survey. To evoke efficacious inclination of students, a translated version (Urdu) of “Sources of Mathematics self-efficacy Scale” originally developed by Lopez and his associates (1991) was administered which presented the items on five levels based on Likert type entailing 40 statements of efficacy indicating its four emerging dimensions as “Performance Accomplishment, Vicarious Information, Verbal Persuasion and Emotional Arousal”. Using SPSS for the analysis of data, both descriptive (mean, standard deviation) and inferential (t-test) statistics were used. It was inferred from the overall analysis that the four self-efficacy sources were positively effecting the self-efficacy beliefs of students in Mathematics. However, boys are more influenced by the knowledge they get on their successful completion of task. They also enjoy comparing themselves with other peers. On the other hand, when girls are verbally encouraged, they feel confident while they also feel more anxiety as compared to boys. Sector was difference was also significant as students of public sector schools feel confident over successful completion of task that they can do well in future because they performed it in past with precision while students of private sector schools were more confident on influential effects by rest of the sources. In short, students found to be efficacious and all factors or sources contributed in making their mind set to be more efficacious to deal with Mathematics although with varying degree. Now it is the responsibility of teachers of Mathematics to come forward to provide them such activities that may involve them more in advanced level learning of Mathematics and help them in coping this subject in a more successful manner. In this way, self-efficacy can be a strong predictor of their academic gains. Efficacy in Mathematics cannot be differentiated on gender basis as it is a myth that boys always have natural inclination and therefore their self-efficacy beliefs are high than girls

Sources of mathematics self-efficacy of gifted and non-gifted students in high school

Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and nongifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students' self-reported previous fall mathematical grades. The results of the study revealed that after controlling for mathematics grades, while SMS of gifted children sharply decreased, SMS in the nongifted group slightly increased. In addition, only vicarious experience dimensions of SMS were significantly different between gifted and non-gifted children. In conclusion, being gifted or non-gifted has an impact on the vicarious experience dimensions of SMS after controlling for mathematics achievement. Mathematics grade positively affects SMS in the gifted group and negatively affects the non-gifted group. Teachers are suggested to use achievement as a reinforcer for gifted students but not for non-gifted students.

Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation

This article contributes to the study of the gender gap for women in STEM, by exploring the socioemotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris Self-Concept Scale, Sources of Science and Mathematics Self-Efficacy Scale, and Masculine-Feminine Inventory, based on gender and extracurricular enrichment program participation. The sample consisted of 103 Chilean students in 10th grade, identified as gifted using the Raven’s Standard Progressive Matrices. Data were analyzed using Multivariate Analysis of Variance (MANOVA), Analysis of Variance (ANOVA), and t-tests to analyze the effects of gender and enrichment program participation. Results showed that self-concept for girls is lower than for boys, and lower for girls who attended enrichment programs, compared to girls who did not attend programs. Furthermore, an interaction effect was observed between gender and enrichment program attendance on the gender stereotype subscales of masculinity and submission. Implications for enrichment programs were discussed, suggesting the need to (a) focus on girls´ self-concept, (b) decrease the risk of stereotype threat, and (c) encourage gifted girls to identify how they experience and act upon gender stereotypes.

The Relation Between Academic Boredom of Students with Mathematics Self-Efficacy and Mathematics Anxiety

Abstract: The aim of this study is to determine the relationship between academic boredom with academic self-efficacy and mathematics anxiety of 280 middle school students. Both the descriptive and correlational survey models were used in line with the sub-problems of the study. In this study, Level of Boredom Scale, Sources of Middle School Mathematics Self-Efficacy Scale, and Revised Fennema-Sherman Mathematics Anxiety Scale-Elementary were used as data collection tools. It was found that 5th, 6th, 7th and 8th grade students had middle level academic boredom in mathematics classes regardless of their grade levels. It was concluded that the self-efficacy perceptions related to performance accomplishments, vicarious experience and verbal persuasion were high in each class level, whereas the self-efficacy perceptions of emotional arousal were low. In general, it was relevealed that the anxiety of students in mathematics lessons was low while 8th grade students' mathematics anxiety was higher than the 5th, 6th and 7th grade students. Moreover, findings also revealed that there was a low positive relationship between students' boredom in mathematics lessons and vicarious experience which is used in lessons. No relation was found between the boredom and mathematics anxiety of students.

The EFFECT OF SCALE CATEGORY NUMBER ON ACCURACY OF PREDICTIVE VALIDITY OF MATHEMATICAL SELF-EFFICACY SCALE

The purpose of this study was to obtain empirical data about the effect of the number of scale categories on the accuracy of the predictive validity of the Mathematics Self-Efficacy Scale between those using a scale of three categories of answers and a scale of five categories of answers. This research uses a quantitative method of comparative study. The population in this study were all students of Madrasah Aliyah (Islamic High School) class XI IPA in North Jakarta in the academic year 2019/2020. Sampling was done by simple random sampling and there were 230 students from six public and private Madrasah Aliyah. The instruments used were tests and non-tests. The test instrument was in the form of a Mathematics learning achievement test and a non-test instrument in the form of a Mathematics Self-Efficacy Scale. The research hypothesis was tested using a t-test. The results showed that the average standard error of estimating the predictive validity of the Mathematics Self-Efficacy Scale using the five answer categories scale was lower than the scale of the three answer categories. The conclusion of the study is the predictive validity of the Mathematics Self-Efficacy Scale which uses a five-answer category scale that is more accurate in predicting mathematics learning outcomes.

The EFFECT OF SCALE CATEGORY NUMBER ON ACCURACY OF PREDICTIVE VALIDITY OF MATHEMATICAL SELF-EFFICACY SCALE

The purpose of this study was to obtain empirical data about the effect of the number of scale categories on the accuracy of the predictive validity of the Mathematics Self-Efficacy Scale between those using a scale of three categories of answers and a scale of five categories of answers. This research uses a quantitative method of comparative study. The population in this study were all students of Madrasah Aliyah (Islamic High School) class XI IPA in North Jakarta in the academic year 2019/2020. Sampling was done by simple random sampling and there were 230 students from six public and private Madrasah Aliyah. The instruments used were tests and non-tests. The test instrument was in the form of a Mathematics learning achievement test and a non-test instrument in the form of a Mathematics Self-Efficacy Scale. The research hypothesis was tested using a t-test. The results showed that the average standard error of estimating the predictive validity of the Mathematics Self-Efficacy Scale using the five answer categories scale was lower than the scale of the three answer categories. The conclusion of the study is the predictive validity of the Mathematics Self-Efficacy Scale which uses a five-answer category scale that is more accurate in predicting mathematics learning outcomes.

Psychometric Properties of the Sources of Counseling Self Efficacy in a Sample of Malaysian Secondary School Counselors

Self-efficacy has been considered an essential mediator and predictor of individual counseling performance. As there is no existing scale to measure counseling self-efficacy in the counseling domain, the Sources of Middle School Mathematics Self-Efficacy Scale was modified in this study. The purpose of this study is to examine the psychometric properties of the Sources of Counseling Self-Efficacy Scale, Malaysia (SCSE-M) in a sample of 541 Malaysian secondary school counselors. In addition, it aims to also examine the invariance between registered and non-registered counselors. The results reveal that the SCSE-M four-factor model (social persuasion, mastery experience, vicarious learning, and physiological and affective state) has good fit and is appropriate in the domain-specific counseling profession. In terms of validity and reliability, SCSE-M reported good internal consistency and support for configural, metric, and scalar invariance among registered and non-registered counselors. The generalizability of the results should be considered as tentative and limited to public secondary schools’ counselors who were the sample in this study. More research is needed in the other private, international, primary, and tertiary counseling sectors to determine the appropriateness of the SCSE-M for use in the counseling domain in Malaysia.

Does teaching methodology affect medication dosage calculation skills of undergraduate nursing students?

One of the most critical functions of a nurse is the safe administration of medications. To ensure patient safety, nurses must be competent in medication dosage calculation (MDC) skills. It is imperative that nursing educators discover the most effective teaching methodology to ensure the greatest level of competency in MDC skills. The purpose of this causal-comparative quantitative study was to compare the effects of two teaching methodologies on senior-level nursing students’ completion of program MDC requirements, mathematics self-efficacy, and MDC competency at program end. The sample consisted of 94 senior-level bachelor’s degree nursing students from a southeastern United States university in the spring of 2015. Each participant completed a demographic questionnaire, Mathematics Self-Efficacy Scale (MSES), and MDC competency exam. Participants were assigned to one of two groups based on whether the participants completed MDC education in a stand-alone course or throughout the curriculum through self-learning modules. Chi-square and independent t-test results indicated that there were no statistical differences between the two groups (stand-alone course vs. self-learning modules) and ability to complete program MDC requirements, MSES scores, and MDC competency exam scores at program end. Data analysis using Chi-square and Fisher’s Exact tests indicated a statistically significant, but weak, correlation between MSES scores and MDC competency exam scores. Findings from this study indicate teaching MDC to nursing students using a stand-alone course versus self-learning modules produces the same results in the students’ ability to complete program MDC requirements, mathematics self-efficacy, and MDC competency at program end.

Relationship between pre-service teachers’ mathematics self-efficacy and their mathematics achievement

This study sought to explore the relationship between pre-service teachers’ perceived self-efficacy in teaching mathematics and their achievement in mathematics. It is a descriptive study which involved forty students (47.5% male, 52.5% female) of Kibi College of Education. Data was collected through a Mathematics Self-Efficacy Scale (MSES) questionnaire and a Mathematics Achievement Test (MAT). The findings of the study revealed a strong positive relationship between the pre-service teachers’ self-efficacy in mathematics and their achievement in mathematics. In view of the findings, the study recommends among others that teacher educators should focus on helping to develop pre-service teachers.

Mathematics Self-Efficacy Scale Based on Computer

The results of the PISA (Program for International Student Assessment) survey in 2012-2015 on the achievement of mathematical competencies of Indonesian students showed a significant increase, but the overall achievement was still below the average of the countries belonging to the Organization for Economic Co-operation and Development (OECD). Furthermore, the results of the Trends in International Mathematics and Science Study (TIMSS) report showed that many students like and feel good about mathematics, but their confidence in their mathematical abilities was quite low. Many studies reveal the close association of Mathematics Self-Efficacy (MSE) with the performance/achievement of students' mathematical competencies. In 2015, the PISA survey was done using computerization except in 15 countries, one of them was in Indonesia. Therefore, the results of this study are to produce the first computer-based MSE scale developed in Indonesia.