Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?

Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: an artificial neural network

“…In our study, the results obtained have been confirmed using the fundamentals of a classical methodology based on regression analysis and, especially, with the innovative design of artificial neural networks, which have proven to be very useful in the field of educational psychology ( Hwang et al, 2020 ; Martínez-Ramón et al, 2021 ). This confirmation with this type of analysis based on artificial intelligence to the educational field, was much needed in this field of knowledge since there were still results that did not find effects of self-efficacy improvement on academic performance ( Gamlem et al, 2019 ), or that consider the existence of contradictory results regarding the relationships between attitudes toward mathematics such as interest and academic performance ( Rach and Heinze, 2017 ).…”

“…It also allows us to reflect on the importance of the tasks that teachers ask of their students for the acquisition or development of competencies and their feedback in the design of learning situations. Self-regulated learning, self-perceived competencies and metacognition need to be enhanced, consistent with what is put forward by Gamlem et al (2019) and Özcan and Eren Gümüş (2019). The development of adaptive beliefs about this material should also be encouraged from the initial training of future teachers (Rovan et al, 2022), providing them with the necessary training to avoid gender bias in the assessment of attitudes toward mathematics (León-Mantero et al, 2020).…”

“… Özcan and Eren Gümüş (2019) using structural equation modeling found in a study involving Turkish secondary school students, effects of math anxiety and motivation on perceived self-efficacy and metacognitive experience which at the same time impact on the variable academic achievement. Another work also highlighted the importance of interventions aimed at improving self-efficacy and self-regulated learning that has at the same time effects on the non-cognitive factor, that is, on the emotional dimension (enjoyment, achievement, and mathematical anxiety) of the student body, although they found no statistically significant differences in the variable academic performance in mathematics after such intervention ( Gamlem et al, 2019 ). Likewise, another study conducted in 2022 by Rovan et al (2022) examined the extent to which prior motivational beliefs, such as self-efficacy and subjective value, in a sample consisting of 237 future first-year elementary school teachers are related to their prior experiences related to mathematical learning and math anxiety.…”

Antecedents and outcome of tourists' positive achievement emotions in visiting risky destinations: The case of Middle East

“…CVTAE highlights the significant role of teachers in students' AEs (Burić, 2015; Gamlem et al, 2019; King et al, 2012). This study adds empirical evidence to the literature about the significant role of local people and tour leaders in tourists' self‐efficacy and the value of traveling to a RD.…”