Math Self-efficacy Research Articles

Relationship Between Self-Regulation and Math Self-Efficacy in Students of Sman 1 2x11 Enam Lingkung

Changes in education that are so rapid, if not accompanied by good adaptation skills by students, can cause anxiety, namely the fear of not achieving what is desired, such as anxiety, fear, worry, unwillingness to learn, boredom when following learning, and fear of not passing. Maths is a subject that is considered difficult, causing anxiety and worry. Although maths has been taught from primary school to university. However, there are still many students who think that mathematics is a very difficult subject and difficult to understand, especially those related to the formulas. This is what happens to students of SMAN 1 2x11 Enam Lingkung, therefore researchers are interested in examining the relationship between self-regulation and math self-efficacy in students of SMAN 1 2x11 Enam Lingkung. This study aims to determine the relationship between math self-efficacy and self-regulation in high school students. The method used is quantitative with correlational quantitative design. The research subjects were 112 students of SMAN 1 2x11 Enam Lingkung, with purposive sampling technique. The results of the analysis found that the relationship between the variables of math self-efficacy and self-regulation is linear, therefore the two variables can be tested using analysis.

Empirical Analysis of the Impact of Math-Gender Stereotypes on Girls' Self-Efficacy

The purpose of this paper is to explore the influence of mathematical-gender stereotype on girls' sense of self-efficacy, so as to reveal the essence of this phenomenon comprehensively and deeply. The study selected female students from junior high school to senior high school as samples, and collected data through questionnaires. The correlation between mathematical-gender stereotype and female students' sense of self-efficacy was analyzed by statistical method, and the moderating effects of family support, teachers' encouragement and the visibility of female mathematical role models were investigated. The results show that math-gender stereotype has a significant negative impact on girls' math self-efficacy, and family support and teacher encouragement can alleviate this impact to some extent. However, although the visibility of female mathematical role models has a positive trend in improving female students' sense of self-efficacy, it has not reached a significant level. The findings provide empirical evidence for educators, parents and policy makers, and emphasize the importance of eliminating stereotypes and strengthening support and role models.

Shattering monolithic myths: gender gaps in STEM major selection across Asian American ethnic subgroups

Investigations into fostering gender parity in STEM have proliferated, yet the specific situation of Asian American women has been largely overlooked. Harnessing data from the High School Longitudinal Study of 2009 (HSLS:09), the analysis scrutinizes gender disparities in STEM major selections within distinct Asian American ethnic cohorts, accentuating the pivotal role of math self-efficacy. Pronounced gender disparities were discerned among Vietnamese/Thai and Filipino constituencies, as contrasting with their Chinese, Indian/Sri Lankan, and Japanese/Korean counterparts. For Vietnamese/Thai females, the disparity is partly attributable to diminished math self-efficacy, a dynamic not seen in Filipino disparities. These findings necessitate targeted interventions that foster female interest in STEM, while underscoring the imperative of ethnic specificity. It is paramount that strategies bolster the math confidence of Vietnamese/Thai females, thereby mitigating the deleterious effects of stereotypical expectations and ensuring equitable participation and outcomes.

The mediating effects of basic psychological needs on the associations between teacher support and Chinese adolescents’ science and math self-efficacy

ABSTRACT Background Science and math self-efficacy in high school can encourage students to choose science and math-related majors and thus cultivate relevant talent. The importance of science and math self-efficacy in academic performance and science and math-related career choices is well-documented. Despite numerous studies on various factors related to adolescents’ science and math self-efficacy, little empirical research has examined the effects of perceived teacher support on science and math self-efficacy among adolescents. Purpose Based on self-determination theory (SDT), this study aimed to examine the parallel mediation effect of relatedness, autonomy, and competence between perceived teacher support and Chinese adolescents’ science and math self-efficacy. Sample: We carried out a cross-sectional study that collected data from 443 Chinese tenth-grade adolescents (209 males, 47.20%). The students completed measures of perceived support from teachers, basic psychological needs, and science and math self-efficacy through an online survey. Methods The model was performed with AMOS 23 using a structural equation modeling approach with bootstrapping techniques (bootstrap replications:5,000). Results The results indicate that the association between teacher support and science and math self-efficacy was fully mediated by autonomy. The indirect effects of teacher support and science and math self-efficacy on relatedness or competence were insignificant. Conclusion These findings highlight the importance of teacher support in adolescents’ science and math self-efficacy and provide a foundation for a novel approach to stimulate and motivate adolescents’ science and math self-efficacy.

Positive Feedback as a Lever to Boost Students' STEM Outcomes.

Although many college students intend to major in Science, Technology, Engineering, and Mathematics (STEM), dropout from these fields is high, especially among members of historically underrepresented groups, such as women and racial-ethnic minorities. We propose a minimal, yet potentially powerful intervention to broaden participation in STEM: giving positive feedback to students in STEM. Studies 1 and 2 found that giving positive feedback is less normative in math (vs. English) courses, and instructors' feedback-giving practices and students' experiences mirror these norms. However, students who received positive (vs. only objective) feedback on introductory-level college calculus exams showed greater belonging and self-efficacy in math, which predicted better STEM outcomes (i.e., increased interest in STEM and higher final math course grades, respectively, Study 3). These findings were especially strong for racial-ethnic minority students. Giving positive (vs. only objective) feedback is thus a potentially transformative tool that boosts student outcomes, especially for underrepresented groups.

Encouraging STEM Careers among Minoritized High School Students: The Interplay between Socio-Environmental Factors and Other Social Cognitive Career Constructs

Performance in math, particularly algebra, is a major barrier to student success and participation in STEM among under-represented minoritized students, particularly Black U.S. high school students. This research applies social cognitive career theory (SCCT) to measure the impacts of an afterschool algebra for engineering program on math self-efficacy and interest in STEM among high school students in a large urban district. To study the program’s effects, a mixed methods research design was used where schools were assigned to either treatment or control conditions. Students in treatment schools accessed algebra for engineering modules, STEM professional role model videos, and field trips, while students in control schools accessed role model videos and field trips only. Surveys measuring math self-efficacy and STEM interest, outcome expectations, and choice goals were completed by participants in both conditions at the beginning and end of two separate program years, 2021–2022 and 2022–2023. Across both years, quantitative results suggest some positive effects of participation, particularly for STEM choice goals, but benefits depend upon student participation levels. Qualitative data offer student voice around prior experiences in math and science and the development of postsecondary plans in STEM. In combination, the results suggest that for students who do not initially identify as STEM career-bound, afterschool programming may not necessarily promote preparation for STEM careers due to an accumulation of weak math and science school experiences and other socio-environmental influences.

Effectiveness of Middle School STEM Career Education for STEM Knowledge, Efficacy, and Interest

The purpose of this study was to test STEM career interventions through a theoretically integrated STEM Career Education (SCE) Module. The effectiveness of SC education was tested on STEM Career (SC) interests, self-efficacy, and knowledge of students from two middle schools. The sample included middle school students from two private schools (N=33) in Islamabad, Pakistan. By using a mixed-method sequential explanatory research design, quantitative data were obtained before and after the intervention while qualitative focus group discussions were conducted post-intervention. A significant increase in SC interest, self-efficacy, and knowledge after participating in the SCs Program is reported, even after statistically controlling key variables. The training seems to be more effective for those with low SC knowledge. Findings indicate a need for robust interventions to target math self-efficacy. Results provide further directions for effective STEM interventions. By pinpointing limitations and future directions, this pilot study contributes to STEM education in Pakistan and provides a model of CE for other countries.

The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study.

In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school. We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions. Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice. Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.

The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy.

This study investigates the mechanisms linking students' perceived teacher support with math anxiety, focusing on the mediating roles of the teacher-student relationship and mathematics self-efficacy. The research was conducted with 401 fifth-grade students in China, utilizing scales for Students' Perceived Teacher Support, Teacher-Student Relationship, Math Self-Efficacy, and Math Anxiety. Findings revealed that student-perceived math teacher support, teacher-student relationship, and math self-efficacy were all significantly negatively correlated with math anxiety. It was notably found that student-perceived math teacher support influenced math anxiety through the chain mediation of teacher-student relationship and math self-efficacy. Additionally, the effect of students' perceived emotional support from math teachers on math anxiety, mediated by teacher-student relationship intimacy, was significant only among male students. These results underscore the importance of fostering positive teacher-student interactions and enhancing self-efficacy to reduce math anxiety among primary school students. The gender-specific findings regarding emotional support and relationship intimacy highlight the need for tailored strategies in addressing math anxiety.

Relationships and Gender Differences in Math Anxiety, Math Self-Efficacy, Geoscience Self-Efficacy, and Geoscience Interest in Introductory Geoscience Students

Relationships and Gender Differences in Math Anxiety, Math Self-Efficacy, Geoscience Self-Efficacy, and Geoscience Interest in Introductory Geoscience Students

Adaptation of the modified abbreviated math anxiety scale: its relationship with mathematics self-efficacy and academic buoyancy

Mathematics anxiety (MA) is a widely recognized phenomenon that refers to the negative thoughts, fears, and stress experienced by individuals when working with numbers. It has a severe impact on individuals ranging from elementary school students to college students across various countries. Despite several instruments available for measuring MA, the majority of them are in English. At this time, we first adapted the Modified Abbreviated Math Anxiety Scale (m-AMAS) to the Turkish culture to be used with early adolescent students. The m-AMAS was administered to 224 students (mean age:13.35 years, SD = 0.49, 128 girls) and was found to be a valid and reliable tool for measuring MA. The study also explored the link between MA and math self-efficacy (MSE), academic buoyancy (AB). The findings support the validity of the 9-item, two-dimensional structure of the m-AMAS used in this research, as it was found to be comparable to the original scale tested on British students. Intriguingly, the results of the mediation analysis demonstrated that MA significantly predicted MSE, which in turn significantly predicted AB. Notably, the model unveiled a significant indirect effect between MA and AB, with a partial mediating effect of MSE. However, for a comprehensive understanding of this sequence, future research endeavours, encompassing longitudinal and experimental studies, are imperative.

The effects of parents’ failure beliefs on children’s math achievement: children’s math self-efficacy, responses to failure and intelligence mindset as mediators

The effects of parents’ failure beliefs on children’s math achievement: children’s math self-efficacy, responses to failure and intelligence mindset as mediators

The impact of kinesthetic instructional strategies and manipulatives on fourth grader’s self-efficacy and self-confidence toward multiplication

ABSTRACT Self-efficacy and self-confidence are listed as significant contributors to students’ general attitudes and performance in mathematics. Having negative beliefs toward mathematics is commonplace for children in the United States. These beliefs have an impact on the amount of effort, persistence, and resilience an individual will spend when engaging in any activity. Educators are seeking ways to improve self-efficacy and self-confidence in math through kinesthetic instructional strategies and manipulatives that use repetitive, action-based movements shown to strengthen our brain’s neuroplasticity, which improves computational efficiency and speed of learning. This research examined the effectiveness of kinesthetic learning strategies on 111 fourth-grade students’ self-efficacy and self-confidence toward math and multiplication. Quantitative data analysis was used to determine significant differences in student efficacy from pre-assessment to post-assessment. Quantitative analysis of results revealed statistically significant differences in participants’ self-efficacy and self-confidence toward multiplication after the implementation of kinesthetic instructional strategies and manipulatives.

Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student: Variable-oriented and person-oriented analyses

Limited research has explored how perceived teacher support and math self-efficacy jointly impact math achievement, as emphasized by social cognitive theory. This study uses both variable-oriented and person-oriented approaches to examine their joint and independent effects. Additionally, it investigates gender differences in math achievement and the moderating role of gender in the impact of perceived teacher support and math self-efficacy. Chinese primary school students (n = 1725, Mage = 8.97, 41.62 % girls) in grades 3 and 4 participated. Results show: (1) T1 math self-efficacy positively predicts T2 math achievement in structural equation modeling, with perceived teacher support demonstrates a short-term predictive effect at T1. (2) Significant gender differences in T1 math achievement diminish over time. (3) Person-oriented analysis revealed both the independent and joint effects of perceived teacher support and math self-efficacy on math achievement. These findings offer insights into factors influencing math achievement and ways to enhance it. Educational relevance statementThe study reveals that perceived teacher support independently influences math achievement, suggesting the need for extra support for students with low perceived teacher support. Additionally, it emphasizes the compensatory effect of math self-efficacy, advising practitioners to maintain support for students with low math self-efficacy and high perceived teacher support, and to actively nurture math self-efficacy for those with high math self-efficacy and low perceived teacher support. The joint effect of math self-efficacy and perceived teacher support underscores the importance of tailored support to enhance both aspects. Finally, addressing gender differences, the study highlights the need to provide enhanced support for male students in educational practice.

Mathematics Self-efficacy among Secondary Level Students

Low level of mathematical self-efficacy in students lessens their drive to study, which could culminate to poor mathematical outcomes. The objective of the paper was to figure out the level of mathematical self-efficacy among secondary level students. For this study quantitative paradigm was adopted, data were collected from the survey from 402 secondary school students of grade 9 to 12, randomly selected from two institutional and two community schools of Kathmandu. To measure the level of mathematics self-efficacy, the 14 items pertaining to mathematics self-efficacy were borrowed from MSEAQ prepared by May (2009). The alpha coefficient of the Self-efficacy scale was 0.91 and from the component matrix, each items have a factor loading greater than 0.4. A medium level of math self-efficacy but the lack of uniformity in mathematics self-efficacy was found. The mean mathematics self-efficacy score of male students was higher than female; the self-efficacy was slightly higher in institutional school than community school students. The mean self-efficacy score of grade 12 students was found highest and grade 9 was found least. The math self- efficacy was statistically significantly different based on gender and based on grade, but not based on types of school. The findings of this study indicate the need of stakeholders sustaining a support system that includes counselling, motivation, parental and teacher support, and other means to enhance students' mathematics self- efficacy.

THE MEDIATING EFFECT OF MATH RESILIENCE ON THE RELATIONSHIP BETWEEN MATH SELF-EFFICACY AND STUDENT ENGAGEMENT IN MATHEMATICS

This study aims to determine whether math resilience significantly mediates the relationship between math self-efficacy and student engagement in mathematics among grade 8 junior high school students in Laak District, Division of Davao de Oro. This quantitative research utilized descriptive and correlational designs. There were 293 respondents identified through stratified random sampling. Moreover, this study employed three adapted research instruments validated and treated using mean, standard deviation, Pearson-r, regression analysis, and bootstrapping. The findings revealed high levels of math self-efficacy, student engagement, and math resilience among the grade 8 respondents. The results also showed a significant relationship between math self-efficacy and student engagement in math. Math resilience also positively correlates with student engagement in math. The results also revealed a significant relationship between math self-efficacy and math resilience. Moreover, the findings indicate that math resilience partially mediates the relationship between math self-efficacy and student engagement in math. These results encourage educators and administrators to develop and broaden programs and interventions to improve math self-efficacy, math resilience, and student engagement in math. Furthermore, it is essential to replicate the study in various contexts and locales to validate the findings of this research and provide a more profound knowledge of these variables on a broader scale. KEYWORDS: Math resilience, math self-efficacy, student engagement in math, descriptive and correlational designs, regression analysis, bootstrapping, Davao de Oro, Philippines.

“Math is for life. We use it everyday:” examining memorable messages parents give to their children about math education and predictors of their own math self-anxiety, math self-concept, and math self-efficacy

ABSTRACT This study explored various aspects of the memorable messages about math education that parents shared with their college aged children and parents’ own experiences with math education. Findings revealed that the memorable messages parents recalled sending to their children about math education focused on encouragement, advice, necessity of math, how math skills don’t define you, and math being logical. Memorable message themes were not predicted by parents’ beliefs about their own math anxiety, math self-concept, or math self-efficacy. Theoretical and practical implications are discussed.

Pre-Algebra Student Negative Sign Computer-based Learning

Middle school students who struggle with manipulating math expressions involving the negative sign have demonstrated difficulty learning pre-algebra content that prepares them for higher-level math courses. This study involved a multimedia intervention to improve middle school students' negative sign proficiency and math self-efficacy. A mixed-methods action research study was implemented involving 28 middle school students who participated in an intervention three days a week, working on 12 computer-based math learning modules. The module's learning goals focused on students evaluating negative sign expressions supported by Realistic Mathematics Education learning theory, cognitive theory of multimedia learning, and multimedia self-efficacy instructional strategies. The results showed a statistically significant improvement in negative sign math proficiency, a non-significant improvement in math self-efficacy, and that student perceptions of learning through the modules were favorable. This research contributes to understanding technology intervention learning environments that include middle school math self-efficacy instructional strategies.

Self-Efficacy in Math and Sports

Self-Efficacy in Math and Sports

Intervention on Mathematics Self-Efficacy: Solution-Focused Brief Therapy.

Research has demonstrated a strong correlation between mathematics self-efficacy and math performance. Middle school children are increasingly receiving solution-focused brief therapy (SFBT), which is a type of psychotherapy. The study intends to use SFBT intervention to improve mathematics self-efficacy of students and to determine whether SFBT intervention was effective. To examine whether Rasch model can be used to evaluate students' mathematics self-efficacy. This study intends to use Radar chart, Rasch model, Line chart to measure the variations of mathematics self-efficacy of three 8th graders (n=3) during SFBT intervention. Radar chart and Rasch model demonstrated a general increment in the mathematics self-efficacy of two pupils, while another one decreased. Additionally, three students showed a decline in their mathematics self-efficacy on particular mathematical problems using a line chart. Overall, students with varied degrees of self-efficacy in math benefited from SFBT interventions, which partially supports the usefulness of SFBT as a tool for assessing students' mathematics self-efficacy. It supported that Rasch model can reflected the changes in students' mathematics self-efficacy. This study provides guidance for measuring the improvement of students' academic self-efficacy through SFBT intervention using Rasch model.