Cognitive Algebra Underlying High School Student´s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Briones-Rodriguez, Carlos; Morales-Martinez, Guadalupe Elizabeth; Santos-Alcantara, María Guadalupe; Lopez-Ramirez, Ernesto Octavio; Urdiales-Ibarra, Maria Elena

doi:10.5296/ije.v8i2.9148

Cited by 6 publications

(9 citation statements)

References 32 publications

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“…Here, it is relevant to mention that the appointed clusters relate more to the perceived self-efficacy than to the identified factor information integration cognitive rule. This is interesting because previous research carried on middle level education environments (Briones et al, 2016) found that even when students considered in this research used the same information integration rule (summative), factor valuation in both groups was significantly different. The reason of why factor information integration and factor weight valuation is different between middle students and high level education students is not clear.…”

Section: Discussionmentioning

confidence: 67%

“…The experimental design used in this study consisted of orthogonal combination of factor levels regarding assigned types of task to learn mathematics and the education modality used to deliver these tasks (Briones-Rodriguez et al, 2016). That is, a 2(modality: virtual vs. face to face instruction) x 2(task difficulty: high vs. low) x 3 (level of teaching structure: High vs. medium vs. low) x 3 (task relevance: High vs. medium vs. low).…”

Section: Methodology Designmentioning

confidence: 99%

“…For instance, Briones et al (2016) noticed that students in their study used a cognitive summative rule to integrate factor information to judgment formation regarding the learning of mathematics independently if the learning environment was a classroom or online. The study proposal was that this way to cognitive specification of judgment formation regarding mathematical self-efficacy could be used to explore the same student´s perceptions at different education levels.…”

Section: Introductionmentioning

confidence: 99%

“…Briones-Rodriguez et al (2016), have taken this factor specification to develop cognitive specification of factor interaction by using an Information Integration Theory approach (IIT, Anderson, 2007). By using an IIT approach as well as its cognitive algebra research techniques these authors specified cognitive mechanism underlying self-efficacy judgment formation regarding the learning of mathematics.…”

Section: Introductionmentioning

confidence: 99%

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Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

et al. 2017

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This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty, task relevance, and structure). After reading each scenario students were required to provide judgments regarding their believed self-efficacy to solve mathematical tasks described in the vignette by using a scale. Results showed that in regard to how students perceived their self-efficacy they could be grouped in two clusters (high and moderate). Most relevant factors to their judgment formation were task difficulty, task relevance and structure. Here, both groups used the same cognitive algebra mechanism to integrate factor information. Here, students valuated academic performance and feedback (e.g. difficulty and relevance) as most relevant even when they are conscious that learning is a primordial target. These and other results are discussed in the paper.

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Section: Discussionmentioning

confidence: 67%

Section: Methodology Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

et al. 2017

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“…Also, Mexican students have been shown to adopt a systematic thinking process, whereby they rely on summative rules to make academic self-efficacy judgments (e.g., Briones-Rodriguez et al, 2016;Villarreal-Trevino et al, 2017), and make cheating desire judgments (Morales-Martinez et al, 2019).…”

Section: Present Studymentioning

confidence: 99%

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

et al. 2021

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This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, and test mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a time and were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, and only the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.

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Engineering students’ judgments on the favorable effect that the class context has on their academic learning

Morales-Martinez

Hedlefs-Aguilar

Villarreal-Lozano

et al. 2022

IJERE

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The COVID-19 pandemic has impacted human life, including educational settings. In Mexico, teachers and students found it necessary to adopt the online modality at all levels. As a result, both students and teachers face new demands and a re-conceptualization of their everyday academic lives. This study explored the engineering students' perception of the favorable effect level that the class context has on their learning. There were 551 participants took a cognitive algebra study. The experimental task involved reading 12 scenarios that described hypothetical online or face-to-face learning situations; then, each participant judged the degree to which these types of situations favor their learning, using an 11-point scale. The results indicated three cognitive styles when judging the degree to which each class context favors the learning. These styles share a similar cognitive mechanism in terms of information integration; however, the selection process and valuation of the factors differed across the groups. The students' perception on the class context influences their involvement and motivation level for courses on which they are enrolled. The present study's findings suggest that the cognitive algebra approach helps diagnose students' cognitive and emotional approach styles for different class contexts and provides information about the nature of their cognitive processes in terms of how students' judgments and attitudes towards classes are generated.

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Cognitive Algebra Underlying High School Student´s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Cited by 6 publications

References 32 publications

Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

Engineering students’ judgments on the favorable effect that the class context has on their academic learning

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