Mathematics Self-efficacy Beliefs Research Articles

Self-Efficacy as A Correlate of Pupils’ Academic Achievement in Mathematics

The study examined the self-efficacy of pupils’ academic achievement in mathematics. The study adopted a correlational research design. A simple random sampling technique was used to select 568 pupils from 14 public primary schools in the research locale. Two research instruments were used for data gathering. The instruments were the Questionnaire on Pupils’ Self-efficacy (QFYPS) and Mathematics Achievement Test (MAT). One research question was raised while two hypotheses were postulated. QFYPS and MAT were validated by lecturers in the Department of Early Childhood and Primary Education, Kwara State University, Malete, Nigeria. QFYPS and MAT were also tested for reliability using the test-retest method and the reliability coefficients were 0.79 and 0.77 respectively. The research question was answered using Pearson Product Moment Correlation (PPMC) while the two hypotheses were tested using Independent samples t-test. The findings of the study showed that there was a positive relationship between pupils’ self-efficacy and their academic achievement in mathematics. Also, there was no significant difference in the self-efficacy of pupils based on gender. Finally, there was no significant difference in the academic achievement of pupils based on gender. Based on the findings of the study, it was recommended that Teachers and policymakers should implement strategies that enhance pupils' self-efficacy beliefs in mathematics.

Examining Views of Candidate Primary School Teachers on the Relationship between Attitude Towards Mathematics and Mathematics Self-Efficacy Beliefs

Bu çalışmanın amacı, sınıf öğretmeni adaylarının matematik öz yeterlik inancı ve matematik dersine karşı tutumlarını cinsiyet, öğrenim gördükleri sınıf düzeyleri ve lisede iken seçtikleri alan gibi çeşitli değişkenler üzerinden incelemektir. Bu araştırmanın çalışma grubu, 2021-2022 eğitim-öğretim yılında Fırat Üniversitesi ve Mustafa Kemal Üniversitesi Sınıf Öğretmenliği Bölümünde öğrenimine devam eden 300 öğrenci ile oluşturulmuştur. Araştırmanın amacına ulaşılabilmesi için veriler “Matematiğe Karşı Öz Yeterlik Algısı Ölçeği”, “Matematik Tutum Ölçeği” ve “Kişisel Bilgi Formu” olmak üzere üç ölçek kullanılmıştır. “Matematiğe Karşı Öz Yeterlik Algısı Ölçeği” üç faktörden oluşmuştur ve bunlar da OYF1 (Matematik Benlik Algısı), OYF2 (Matematik Konularında Davranışlarındaki Farklılık) ve OYF3 (Matematiği Yaşam Becerilerine Dönüştürme) olarak adlandırılmıştır. Çalışmadan elde edilen bulguların analizi SPSS 22.0 paket programı kullanılarak yapılmıştır. Elde edilen verilerin analizinde “aritmetik ortalama”, “yüzde”, “frekans” kullanılmıştır. Sınıf Öğretmenliği Bölümünde öğrenimine devam eden öğrencilerin görüşlerinin, demografik verilere göre analizinde de Bağımsız Gruplar T-Testi, Tek Yönlü Varyans Analizi (ANOVA) ve Çoklu Regresyon Analizi kullanılmıştır. Elde edilen bulgular sonucunda öğrencilerin matematik öz yeterlik inancının öğrenim gördükleri sınıf düzeyi değişkenine göre anlamlı bir farklılık yoktur. Cinsiyet ve lisede seçtikleri alan değişkenine göre anlamlı bir farklılık gösterdiği sonucuna ulaşılmıştır. Ayrıca öğrencilerin lisede seçtikleri alan değişkenine göre anlamlı bir farklılığın olmadığı; cinsiyet ve öğrenim gördükleri sınıf düzeyi değişkenleri açısından ise anlamlı bir farklılık gösterdiği sonucuna ulaşılmıştır. Bu sonuçlara ek olarak sınıf öğretmeni adaylarının matematik öz yeterlik inancı ve matematiğe karşı tutumu arasında da anlamlı bir fark bulunmuştur. Buna ek olarak yapılan çoklu regresyon analizinden elde edilen bulgular ile matematik öz yeterlik inancının matematik tutumunu %58 oranında açıkladığı sonucuna ulaşılmıştır.

Examining the predictors of STEM career interest among upper secondary students in Finland

ABSTRACT Declining interests in STEM (science, technology, engineering, and mathematics) related careers are concerning at a time when the society is becoming more reliant on complex technologies and science. Our study examined the predictors of students' STEM career interests within cohort data (N = 601) collected from Finnish general upper secondary schools. We created a SEM research model based on the Social Cognitive Career Theory, to explore how (1) Career outcome expectations, (2) Natural science subject interests, (3) Mathematics self-efficacy beliefs, (4) Receiving career information from various sources, (5) Support for mathematics studies related to (6) students’ STEM career interests. A structural equation modelling (SEM) analysis showed receiving career information from various sources had a positive effect on STEM career interest. Likewise, mathematics self-efficacy beliefs positively related to natural science subject interest which, in turn, contributed to students’ interest towards STEM careers.

MEDIATING EFFECT OF SELF-EFFICACY ON THE RELATIONSHIP BETWEEN INSTRUCTION AND STUDENTS’ MATHEMATICAL REASONING

Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.

Examining the Effect of Students Early Numeracy Activities at Home on Later Mathematics Achievement via Early Numeracy Competencies and Self-Efficacy Beliefs

This study examines the influence of early numeric activities at home on children’s mathematics achievement in fourth grade. It also examines the mediating effects of early numeracy competencies and self-efficacy beliefs in mathematics on this relationship. We used Trends in International Mathematics and Science Study 2015 Korean data, selecting nationally representative samples of fourth-grade elementary students (N = 4 669) and their parents. We conducted confirmatory factor analysis and structural equation modeling to analyze the data. Our findings revealed that students who engage in more early numeracy activities at home are more likely to have high mathematics achievement in fourth grade. Early numeracy competencies and self-efficacy beliefs positively mediate this relationship. Moreover, we found sequential mediating effects of early numeracy competencies and self- efficacy beliefs on this relationship. Based on the findings of the study, we propose several implications.

When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics.

Girls have much lower mathematics self-efficacy than boys, a likely contributor to the under-representation of women in STEM. To help explain this gender confidence gap, we examined predictors of mathematics self-efficacy in a sample of 1,007 9th graders aged 13–18 years (54.2% girls). Participants completed a standardized math test, after which they rated three indices of mastery: an affective component (state self-esteem), a meta-cognitive component (self-enhancement), and their prior math grade. Despite having similar grades, girls reported lower mathematics self-efficacy and state self-esteem, and were less likely than boys to self-enhance in terms of performance. Multilevel multiple-group regression analyses showed that the affective mastery component explained girls’ self-efficacy while cognitive self-enhancement explained boys’. Yet, a chi-square test showed that both constructs were equally relevant in the prediction of girls’ and boys’ self-efficacy. Measures of interpersonal sources of self-efficacy were not predictive of self-efficacy after taking the other dimensions into account. Results suggest that boys are advantaged in their development of mathematics self-efficacy beliefs, partly due to more positive feelings and more cognitive self-enhancement following test situations.

The Intergenerational Transmission of Mathematics Attitudes

Cold sweats, head shakes, and memories of hardship are the common reactions when adults are introduced to a high school mathematics teacher. These negative reactions contribute to an attitude towards mathematics that continues to permeate American society. Unfortunately, there is a growing concern that these negative attitudes may be passed from adults to susceptible youth resulting in a never-ending cycle of dislike towards mathematics. The current study aimed to investigate the ways in which students internalize the mathematics attitudes of their parents in light of mathematics capital theory. Instruments measuring self-efficacy beliefs in mathematics, as well as value placed on learning content were administered to all juniors, seniors, and their parents in a suburban school district. The survey data was analyzed to identify candidates for interviews. Interviews of eight parents and their children were conducted to explore the sources of the students’ self-efficacy beliefs. Findings revealed that the relationship between a parent and child’s belief systems is complex and varies according to the parent’s level of mathematics beliefs.

Exploring the Relationship between Self-efficacy and Mathematics Performance in Integral Calculus among Applied Science University Students

Perceived self-efficacy refers to the people’s beliefs in their capabilities to exert control over their own functioning and over events that affect their live. Accessing student self-efficacy can provide educator with additional insight of students’ subsequent performance. Hence, this study examined the relationship between self-efficacy and mathematics performance among Applied Science university students. The sample consisted of first year Applied Science university students from two different backgrounds; matriculation and diploma. Students were given two sets of survey questionnaire which were developed by the authors to measure the students’ self-efficacy and their ability to solve the integral calculus questions. The questions were divided into four domains namely concept of calculus, translation from concept to formula, techniques of integration and recognition of functions. The findings from this study did not fully provide evidence to support the view that positive self-efficacy beliefs in mathematics increase mathematics performance since there was no significant impact on what the students perceived and what they actually scored. However, this study found out that if the aspects of self-efficacy were to be examined individually to see if there was any significant impact towards mathematics performance, it can be seen that Techniques of integration (r = 0.243, p < 0.05) and Recognition of function (r = 0.205, p < 0.05) were significant and positively related to mathematics performance to some extent. The study also showed that self–efficacy is correlated with all of the aspects of performance which the correlations values are as follows: Concept in Calculus (r = 0.730, p < 0.01), Translation from Concept to Formula (r = 0.705, p < 0.01), Techniques of integration (r = 0.852, p < 0.01) and Recognition of function (r = 0.773, p < 0.01). The results of this study can help the educators to evaluate and improve the effectiveness of the current mathematics teaching.

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.

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.

An examination of vocational school students self-efficacy beliefs in mathematics and of their achievement levels

The purpose of this study is to examine vocational school students' self-efficacy beliefs in mathematics and their achievement levels. As the data collection tool, “Self-Efficacy Perception of Mathematics Scale” developed by Umay (2001) was used in the study. The sample is composed of 178 students who were attending different programs of Tatvan Vocational School of Bitlis Eren University. The research was performed in the academic year of 2014 to 2015. ANOVA and t-test were used for testing the research hypotheses. The results obtained show that there is no significant difference between students' genders and their self-efficacy beliefs; however there are statistically significant differences among their self-efficacy beliefs by their school of graduation, the school programs they attend, and their achievement levels. Key words: Vocational school students, mathematics, academic achievement, self-efficacy beliefs.

Investigating “The Old Stereotype” about Boys/Girls and Mathematics: Gender Differences in Implicit Theory of Intelligence and Mathematics Self-efficacy Beliefs

The implicit theory of intelligence postulates that an individual's main beliefs about the fixed or malleable nature of intelligence have the power to determine the ways she or he acts in school settings and engages in learning. Some individuals tend to believe that a person is born with a certain fixed amount of intelligence that is uncontrollable and cannot be changed through effort (an entity theory). Others view intelligence as a malleable and controllable quality that can be developed through learning and study (an incremental theory). Research has found that the one's dominant implicit theory of intelligence has important consequences for goal orientation, attributions, affect and behavior in school context. Perceived self-efficacy is defined as people's beliefs about their capabilities to obtain an expected level of performance. In school, self-efficacy beliefs determine how students feel, think, motivate themselves and behave. Several studies have shown significant differences between male and female students in mathematics self-efficacy. The aims of this study are: 1. to investigate a possible relation between studentś implicit theories of intelligence and their mathematics self-efficacy beliefs; 2. to investigate gender differences in implicit theories of intelligence and mathematics self-efficacy beliefs. The participants were 108 college students aged 14 to 18 years, 63 females and 45 males. The assessment instruments were: The Implicit Theory of Intelligence Scale (ITIS; Abd-El Fattah & Yates, 2005); The Mathematics-Oriented Implicit Theory of Intelligence Scale (MOITIS); The Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) (May, 2009). The overall results showed significant gender differences in both constructs (dominant implicit theory of intelligence and mathematics self-efficacy beliefs). Significant correlations between implicit theories of intelligence and mathematics self-efficacy beliefs were observed. The results are discussed in a cultural, social and educational context. Implications for learning are also discussed.

Using representations in geometry: a model of students’ cognitive and affective performance

Self-efficacy beliefs in mathematics, as a dimension of the affective domain, are related with students’ performance on solving tasks and mainly on overcoming cognitive obstacles. The present study investigated the interrelations of cognitive performance on geometry and young students’ self-efficacy beliefs about using representations for solving geometrical tasks. The emphasis was on confirming a theoretical model for the primary-school and secondary-school students and identifying the differences and similarities for the two ages. A quantitative study was developed and data were collected from 1086 students in Grades 5–8. Confirmatory factor analysis affirmed the existence of a coherent model of affective dimensions about the use of representations for understanding the geometrical concepts, which becomes more stable across the educational levels.

Self-efficacy Beliefs in Mathematics, Native Language Literacy and Foreign Language Amongst Boys and Girls with and without Mathematic Difficulties

The aim was to examine achievement and self-efficacy in mathematics and native and foreign language literacy in children with specific mathematic LD (MD-only), children with comorbid mathematic and reading difficulties (MD-RD), and compare them with children without LD (controls), as well as to explore gender differences. Participants were 143 fifth-graders in Sweden who completed National Tests and measures of self-efficacy in mathematics and literacy. The MD-RD children displayed lower self-efficacy in all subjects compared to the controls, even when controlling for achievement. The MD-only children displayed lower self-efficacy in mathematics, completely accounted for by their lower mathematic achievement. The lower self-efficacy for children with learning disabilities may primarily be explained by their history of low achievement interpreted as failures and their emphasis on negative appraisals.

The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis

ABSTRACT Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement. Despite this emphasis, very few, if any, research has explored the impact of the 4 sources of information on self-efficacy from a developmental perspective. The author used latent growth modeling to explore the impact of the 4 sources of information on self-efficacy over 4 occasions. This methodological approach, similar to recent studies (Caprara et al., 2008), is significant, as it allowed the author to trace the developmental trajectories of elementary school children's self-efficacy beliefs in English and mathematics over time. Three hundred and thirty-nine 3rd- and 4th-grade students (147 girls, 192 boys) took part in this study. Two Likert-type inventories were administered and the data collected were analyzed with the statistical software SPSS AMOS 18. Causal modeling analyses indicated that children's self-efficacy for English and mathematics learning increased over time. Furthermore, of the 4 informational sources, enactive performance accomplishments associated closely with the growth of change of English and mathematics self-efficacy beliefs. Children's emotional states also associated negatively with the growth of change of mathematics self-efficacy. Enactive performance accomplishments and verbal persuasion associated positively with the initial levels of English and mathematics self-efficacy. Finally, the results provide methodological support for the psychometric properties of the inventories used.

Effects of using spreadsheets on secondary school students’ self-efficacy for algebra

Although research has shown that self-efficacy beliefs predict academic achievement across all academic subjects and levels, little is known about the effect of using spreadsheets on self-efficacy beliefs in mathematics. This study is an investigation of the effect of instruction that includes spreadsheet-based purposeful activities on secondary school students' self-efficacy beliefs for algebra. The context of the study is a 10th grade mathematics course in a public secondary school. Analysis of the data indicated that students who received spread-sheet-based instruction had significantly higher self-efficacy for algebra than those who received conventional instruction.

Relationship between Students' Self-Assessment of Their Capabilities and Their Teachers' Judgments of Students' Capabilities in Mathematics Problem-Solving

The study examined the judgments made by four seventh-grade mathematics teachers of their 107 students' competence in solving mathematics problems. Simultaneously, the 107 students made self-efficacy judgments about their capability in solving mathematics problems. The two sets of judgments were tested for predicting students' mathematics performance. Also, students' prior mathematics achievement was studied for its influence on both teachers' and students' judgments and students' mathematics performance. Teachers were asked to make judgments of each student for every mathematics problem solved. Results were consistent with prior research indicating that students' mathematics self-efficacy beliefs were highly predictive of their performance. Path analysis indicated that the mathematics teachers' judgments were also highly predictive of students' performance and self-efficacy. In turn, these variables predicted students' postperformance judgments. Combining students' self-efficacy judgments and teachers' judgments of students increased predictiveness for students' mathematics performance. Educational implications were also discussed.

Social Forces Shape Math Attitudes and Performance

Debate has continued throughout the last decade over the existence and possible causes of differences between males' and females' mathematical skills. Several observations recur as the focus of this controversy. First, adolescent boys have been found to score higher than girls on standardized mathematics achievement tests.' Second, males are more likely than females to engage in a variety of optional activities related to mathematics, from technical hobbies to careers in which math skills play an important role.2 Third, adolescent males typically perform better than their female

Affective Variables and Mathematics Education

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who