Mathematics Self-efficacy Research Articles

Evaluating a predictive model of student performance in introductory calculus-based physics

Various factors are known to correlate with performance in physics and other STEM courses. In this study, we report on students’ performance in an introductory calculus-based physics course at the university level and correlate their performance (as measured by final grade) with a variety of measures of academic and cognitive ability. These measures include mathematical and English language ability (as measured by the SAT), incoming GPA, and spatial and scientific reasoning ability (as measured by the Mental Rotation Test and Classroom Test of Scientific Reasoning). We also consider the effect on student performance of factors such as employment status, and science and mathematics self-efficacy (as measured by a survey). In this study, we report the prediction efficiency of the ability of two multivariate linear models to predict student success in the course.

Relationships between self-efficacy and achievement moderated by teacher interaction: an international comparison study

This research aims to scrutinize the moderating effect of teacher interaction on the relationships between students’ self-efficacy and achievement in mathematics in three countries, Korea, Singapore, and the USA. We analyzed the Trends in International Mathematics and Science Study (TIMSS) 2015 data with hierarchical linear modeling. The findings show that in each country, different types of teacher interaction moderate the relationships between students’ self-efficacy and achievement in mathematics. Also, when moderated relationships are found, Korean students with lower self-efficacy are likely to have higher achievement when teachers interact with each other very often. Singaporean students across all self-efficacy levels are expected to have advantages of high achievement from teachers interacting with other teachers. However, US students have similar achievement although teachers have frequent interaction with other teachers. We suggest several implications: To improve educational systems, it is necessary to consider which type of teacher interaction is common in that specific context as well as to examine how teacher interaction moderates the relationships between students’ self-efficacy and achievement in mathematics.

Mathematics Self-Efficacy in the Education of Youngsters and Adults: The Vanda’s Case

Literature has pointed out, for at least two decades, that the perceptions about one’s own competency influence the motivation to learn and the school achievement. However, in the case of the Education for Youngsters and Adults (EJA), the beliefs and emotions related to the students’ own self-percepts as learners, especially as Mathematics learners, have not been given proper attention. In this article, we present a case study whose purpose was to investigate possible mobilizations of the Mathematics self-efficacy beliefs by an EJA student throughout the development of Mathematics tasks, which were created based on a theoretical framework. The research - from the development of the activities through the analysis - was based on Albert Bandura’s Social Cognitive Theory, in particular, on the concept of self-efficacy. For seven months we collected data through questionnaires, semi-structured interviews, the researchers' field journal, and video recordings of a few Mathematics class of a high school class at a public school, in Divinópolis, Minas Gerais, Brazil. The results showed strong evidence of mobilization of the self-efficacy beliefs on Vanda’s behalf. However, albeit there has been observed more persistence by the student when carrying out her activities, her more active and autonomous participation, as well as her self-confidence and emotional well-being, it was also verified that the student’s behavior, feelings, and perceptions under evaluative situations evinced a slight change with regards to controlling negative emotions in those situations. In spite of being a single case, this work contributes to shed light on the Mathematics self-efficacy beliefs held by EJA students, as well as on the teacher’s role in the process.

Factors considered by Western Australian Year 10 students in choosing Year 11 mathematics courses

In Australia, many Year 10 students choose not to enrol in Year 11 and 12 intermediate and advanced mathematics courses, despite having the ability to complete these courses successfully. Girls, in particular, remain significantly underrepresented in such courses. In this study, Year 10 students identified by their teachers as capable of succeeding in an advanced Year 11 mathematics course attended one of eight focus group sessions. In these sessions, they discussed the factors they considered in choosing their Year 11 mathematics courses. The data were analysed through a combination of directed and conventional content analysis, to capture both established importance factors in mathematics course choice, and potentially new or context-specific factors that arose within this group. Intrinsic value, utility value, generalized mathematics self-efficacy and sociocultural influences were cited most frequently as important factors in students’ decision-making. Findings not only affirmed the relevance of expectancy-value theory for describing the motivational factors that influence students’ mathematics course choices, but also underscored the need to consider the sociocultural contexts within which these choice decisions are made.

From Modern Teaching to Mathematics Achievement: The Mediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy

<p style="text-align:justify">A modern teaching method influences both direct and indirect learning achievement through the student's nonacademic factors. The researcher has an intention to examine the influences of new teaching methodology on mathematics achievement towards mathematics attitude, achievement motivation, and self-efficacy of students as mediating variables (n teacher = 117, n student = 2,205). The Multilevel Structural Equation Modeling revealed that attitude towards mathematics is the most important factor in explaining the academic achievement of individual students. It could be explained the variance with achievement motivation and perceived self-efficacy of students by 60.50%. As for the modern teaching method, there was a positive effect on achievement both directly and indirectly through all three factors with statistical significance and explained conjointly about the variance of student achievement in each classroom by 99.00%. This finding suggests the importance and direction of teaching design that covers the development of relevant factors as proposed in discussions and implementations.</p>

Building mathematics self-efficacy of STEM undergraduates through mathematical modelling

Persistence in STEM majors largely depends on persistence in mathematics, which in turn is predicted by a number of student characteristics including mathematics self-efficacy. While previous research has established that mathematics self-efficacy is an important predictor of undergraduate STEM persistence, little is known about what interventions may support student gains in mathematics self-efficacy at this level. To address this gap, we first propose a research-based theory of action arguing that modelling-based interventions have the potential to support gains in self-efficacy, proficiency, and interest in mathematics. We then present a study of an intervention, a mathematical modelling competition, aligned with our theory of action. Our findings suggest that such an intervention can promote gains in students’ mathematics self-efficacy.

Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association With Students' Attitudes by Gender and Race/Ethnicity.

Utilizing a nationally representative sample of middle school students, this article focuses on whether students who report experiencing more inquiry-based instruction in science and mathematics classrooms have more positive attitudes toward these subjects. Results of multilevel, multivariate regression analyses revealed that, net of the inclusion of control variables for student, teacher, and school characteristics, a higher frequency of inquiry-based instruction is significantly associated with greater interest, perceptions of utility, and self-efficacy for science and mathematics. Furthermore, although there is some evidence indicating that compared with female students, male students' perceptions of science utility are higher in relation to more inquiry-based instruction, overall, the weight of evidence clearly leans toward the conclusion that the attitudes of students from different gender and racial/ethnic backgrounds are similarly associated with greater exposure to inquiry-based instruction in both their science and mathematics classrooms.

HUBUNGAN SELF-EFFICACY DENGAN HASIL BELAJAR MATEMATIKA SISWA KELAS RENDAH

This study aims to determine whether there is a significant relationship between students' mathematical self-efficacy and student learning outcomes in elementary grades. The research method used is descriptive method with the correlation approach. The instrument used for both variables is a scale of self-efficacy to see students' mathematical self-efficacy and student learning outcomes from the Final Examination (UAS). The self-efficacy scale contains 20 statements containing four alternative answers. The population of this study were all elementary school students, namely 156 students with a sample of 63 students. Data were analyzed with Pearson followed by t-test, previously obtained that the data of self-efficacy and mathematics learning outcomes were normally distributed and linear. Data on self-efficacy is 0.173> 0.05 and data on student mathematics learning outcomes is 0.2> 0.05. Linearity was fulfilled at 0.04 <0.05. Obtained tcount = 2,9255 while ttable = 1,9996, so tcount> ttable means that Ho is rejected. It can be stated that there is a significant relationship between self-efficacy and mathematics learning outcomes of elementary school low grade students.

The influence of mathematics self-efficacy on numeracy performance in first-year nursing students: A quasi-experimental study.

To examine the factors that influence nursing students' mathematics self-efficacy, the effect of numeracy instruction on self-efficacy, and the association between self-efficacy and numeracy test performance. Medication administration errors, including administering incorrect dosages or infusion rates, can result in serious harm to patients. Hence, it is essential that nursing students are adequately prepared with the necessary numeracy skills during their nursing program. This quasi-experimental cohort study used a pre- and post-test survey design. The study complied with the STROBE checklist for cohort research. In total, n = 715 undergraduate first year nursing students participated in the study from June to October 2017 at a single multi-campus university in the Western Sydney region of Australia. Data were collected at three time-points: (a) baseline, including assessing pre-instruction mathematics self-efficacy (NSE-Math scale); (b) 6-week follow-up; including assessing post-instruction mathematics self-efficacy; and (c) numeracy test performance was collected at 7-week follow-up. At baseline, those with high NSE-Math scale scores were more likely to be male and have at least high school advanced mathematics level education. Following structured numeracy instruction, NSE-Math scale scores increased significantly, and those who obtained a satisfactory grade in their numeracy assessment were more likely to have high NSE-Math scale scores and high academic performance in the previous semester. The study shows that structured numeracy instruction improved mathematics self-efficacy, which in turn influenced numeracy test performance. Using a structured medication numeracy pedagogical approach, to teach skills in nursing undergraduate programs, provides students with the foundations to improve mathematics self-efficacy and to be successful and safe with medication numeracy calculations and administration in clinical practice.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF-EFFICACY SISWA SEKOLAH MENENGAH PERTAMA

Problem solving is one of the basic abilities in mathematics learning. Problem solving skills can encourage students to think critically, creatively, and can develop other mathematical abilities. The research conducted aims to analyze students 'problem solving abilities in solving problems in mathematical problems and to determine students' self-efficacy towards mathematics. The approach used is a qualitative descriptive approach. The test given is a description problem and attitude scale to measure students' self-efficacy. Questions were tested on class VIII students in one of the junior high schools in the city of Bandung. The results of the study showed that as many as 1 student could not identify the adequacy of the data to solve the problem so that he got a score of 0, while 21 students were not precise in understanding the problem given, while 7 students could not complete the mathematical model and could not verify the correct solution, so it can be stated that the problem solving abilities of students in one of the junior high schools in Bandung are still low so that efforts need to be made to improve, but students have good self-efficacy in mathematics.

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.

A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS

Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.

Associations between vocational students\u2019 perceptions of goal structures, mastery goals, and self-efficacy in five subjects\u2014practical relevance as a potential mediator

Goal structures represent classroom characteristics that are supportive of students’ motivation. However, goal structures and their relations with students’ motivation have not yet been investigated in the context of vocational education. The present study aims at closing this gap. We investigated the relation between mastery goal structures and the two motivational outcomes mastery goals and self-efficacy in a sample of 1434 Austrian vocational students (64.3% female) in five subjects (accounting, business administration, English, German, and mathematics). Furthermore, we tested whether the relation between mastery goals and these two motivational outcomes is (partially) mediated by students’ perceptions of the practical relevance of instruction in these subjects. Results from multilevel models revealed that goal structures were positively related to mastery goals at the individual student level for all subjects, and for English at the classroom level as well. At both levels, the indirect effect of mastery goal structures on mastery goals mediated by practical relevance was statistically significant for several subjects. In addition, mastery goal structures were positively related to self-efficacy at the individual student level in accounting and at the classroom level in mathematics. Practical relevance mediated the effect of mastery goal structures on self-efficacy in mathematics at the classroom level. Implications of the results for research in vocational education and educational practice are discussed.

Mathematics self-efficacy beliefs and sources of self-efficacy: A Descriptive Study with two Elementary School Students

The purpose of this study is to examine the relationship between mathematics self-efficacy beliefs and sources of self-efficacy in two elementary school students whose mathematics achievement are at different levels. Case study design, which is one of the qualitative research designs, was used in the study. Two 4th grade elementary school students have participated in the study, one with high mathematics achievement and the other with low mathematics achievement. Participants have been selected according to purposive sampling method. Mathematics achievement of the students have been determined through their mathematics scores and the information obtained from their teachers. Data was collected through semi-structured interviews conducted with the students. Descriptive analysis was used in the analysis of the data. As a result of the research it was found that students’ mathematics achievement is parallel to their mathematics self-efficacy beliefs. It was found that the student, whose mathematics achievement is high, has positive experiences concerning the sources of self-efficacy, whereas the student, whose mathematics achievement is low, mostly encounters negative experiences.

Computer-Assisted Assessment Model to Decrease Math Anxiety And Increase Mathematical Self Efficacy of Junior High School Students

The purpose of this research was to produce a computer-assisted assessment model as valid, practice, and effective to decrease math anxiety and increase mathematical selfefficacy of junior high school students. The product that would be gained was assessment computer-assisted that using Moodle and GeoGebra Software. This research referred to ADDIE development model that had five stages, they were Analysis, Design, Develop, Implementation, and Evaluation. The data collection techniques of this research were using students’ anxiety questionnaire and students self-efficacy questionnaire. The validator stated that the product which was developed was valid without revision. Product trials was done to 30 trials subject and gained that there was a decrease in anxiety level from medium anxiety (the anxiety average score 23,73) to lowest anxiety (the anxiety average score 10,3) and there was an increase to the self-efficacy average score from 27,13 (medium self-efficacy) became 37,36 (high self-efficacy).

Sources of Mathematics Self-Efficacy in Chinese Students: a Mixed-Method Study with Q-Sorting Procedure

Understanding the development of mathematics self-efficacy has important implications. Based on Bandura’s four sources of self-efficacy, most previous studies mainly examined whether the sources predicted or correlated with mathematics self-efficacy, which might have oversimplified the underlying mechanism of self-efficacy development. This study conducted an in-depth investigation into the sources of mathematics self-efficacy of Chinese junior high school students. A mixed-method approach was adopted, which incorporated semi-structured interview with the “Q-sorting” procedure. Twelve Chinese students (6 boys and 6 girls, mean age 13.2 years) were purposely selected based on gender and their mathematics self-efficacy levels. Findings showed that students with either high or low self-efficacy not only experienced different degrees of exposure to the sources of self-efficacy but also held diverse viewpoints about the effects of each source on their mathematics self-efficacy. Girls recalled receiving more social persuasion and experiencing more anxiety than boys in mathematics learning. Yet, girls’ perceptions of the influence of each source were not significantly different from boys’. In contrast to previous studies conducted in western contexts, this study demonstrates Chinese students’ different viewpoints about the influence of effort, competition and face issue on their mathematics self-efficacy. Findings of this study shed light on the complex mechanism underlying the development of self-efficacy in mathematics learning.

Profiles of Mathematics Anxiety Among 15-Year-Old Students: A Cross-Cultural Study Using Multi-Group Latent Profile Analysis.

Using PISA 2012 data, the present study explored profiles of mathematics anxiety (MA) among 15-year old students from Finland, Korea, and the United States to determine the similarities and differences of MA across the three national samples by applying a multi-group latent profile analysis (LPA). The major findings were that (a) three MA profiles were found in all three national samples, i.e., Low MA, Mid MA, and High MA profile, and (b) the percentages of students classified into each of the three MA profiles differed across the Finnish, Korean, and American samples, with United States having the highest prevalence of High MA, and Finland the lowest. Multi-group LPA also provided clear and useful latent profile separation. The High MA profile demonstrated significant poorer mathematics performance and lower mathematics interest, self-efficacy, and self-concept than the Mid and Low MA profiles. Same differences appeared between the Mid and Low MA profiles. The implications of the findings seem clear: (1) it is possible that there is some relative level of universality in MA among 15-year old students which is independent of cultural context; and (2) multi-group LPA could be a useful analytic tool for research on the study of classification and cultural differences of MA.

Pengaruh Pendekatan Pembelajaran Konstruktivisme dan Self-Efficacy Siswa terhadap Kemampuan Komunikasi Matematis Siswa

This study concerned on the influence of constructivism and student self-efficacy approach to mathematical communication. The ability of mathematical communication and self-efficacy of student-controlled students is very important for students. This research sought to examine (1) the influence of learning approach of constructivism to mathematical communicative ability, (2) the influence of student self-efficacy toward student's mathematical communication ability, (3) influence of constructivism and student self-efficacy approach to students' mathematical communication ability. This is a quantitative research employing the pretest-posttest non-equivalent control group design, the population in this study is all Year 7 students of junior high school. Data collection was done by student mathematical communication skills test and student self-efficacy attitude scale. This study found that the use of constructivism and self-efficacy approach significantly influence students' mathematical communication skills and there is no interaction between students’ mathematical communication skills and self-efficacy using the constructivism learning approach.

A Multigroup Invariance Analysis and Gender Difference of Students’ Self-efficacy and Attitude Concerning Mathematics

This article aimed to examine multigroup invariance of Mathematics Self-efficacy and Attitude Scales (MSAS) and examine the differences of MSAS in term of gender. 1135 (630 female and 505 male) Year 9 students in Aceh, Indonesia were involved in the study. The invariance analysis was performed to investigate whether the items in the MSAS are behaving identically for Year 9 female and male students in the province of Aceh, Indonesia. The results reported the indication of multigroup equivalence of the MSAS between gender (p-value is not statistically significant or ∆CFI ≤ 0.01). An independent t-test indentified that students’ attitude concerning mathematics is significantly different between gender of students. Female students’ positive attitude concerning mathematics is higher compared to male students’. This study may be used as one of the evidences as for the needs to enhance male students attitude toward mathematics.

Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning

Researchers examining elementary teachers’ mathematical teaching expertise—that is, teachers’ knowledge both of mathematics and of how to effectively teach mathematics—have linked such expertise to student outcomes. But, given the increasing use of classroom observations for teacher evaluation in the USA, this study considers whether and how upper elementary teachers’ mathematical teaching expertise is observable in everyday classroom observations. Using classroom observation data collected with the widely used CLASS observation instrument, this study examines relationships among observation data, student outcome data, and data on opportunities for professional learning from 298 upper elementary teachers in four urban school districts in the USA. Using principal components analysis, this study isolates an observable dimension of mathematical teaching expertise. Regression analyses then identify statistically significant relationships among observed mathematical teaching expertise and multiple student outcomes, including mathematics learning and self-efficacy, as well as teacher professional learning through collaboration with mathematics coaches. Our findings inform strategies for observing mathematical teaching expertise, strengthening the practices of upper elementary teachers, and improving student experiences in the upper elementary grades.