Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

Salazar, Leslie Ramos

doi:10.1111/dsji.12149

Cited by 7 publications

(5 citation statements)

References 74 publications

(147 reference statements)

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“…However, male students have a higher‐level motivation ( p < 0.05), need for learning, and self‐efficacy than female students (Sein et al, 2017). In the subjects of business and math, the independent t test revealed gender differences in statistics motivation ( t (248) = 2.05, p < 0.05), such that males ( M = 4.43, SD = 0.93) reported higher motivation levels than females ( M = 4.17, SD = 0.98) did (Salazar, 2018). In addition, various research studies claim that students with intrinsic motivational orientation tend to use higher cognitive strategies.…”

Section: Deep Learning Motivation As a Mediator Between Teacher Gende...mentioning

confidence: 99%

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

Song

Yang

Wang

et al. 2022

Psychology in the Schools

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Deep learning has gradually appeared in the field of teacher education research and is considered as an effective way to promote teacher professional development. To explore the relationship between teacher gender and deep learning strategies, as well as the mediating role of teachers' deep learning motivation, we conducted a questionnaire survey in this study on 429 valid teachers of different genders, ages and backgrounds. The results show that male teachers are more likely to adopt deep learning strategies and deep learning motivations than female teachers. Deep learning motivation is positively correlated with deep learning strategy while negatively correlated with superficial learning strategy. It can be seen that deep learning motivation plays a mediating role between teacher gender and deep learning strategies. These findings expand the understanding of teachers' learning and indicate that in professional development programs, we should pay more attention to the deep learning of female teachers, to help female teachers improve their deep learning motivation and deep learning strategies.

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Section: Deep Learning Motivation As a Mediator Between Teacher Gende...mentioning

confidence: 99%

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

Song

Yang

Wang

et al. 2022

Psychology in the Schools

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“…Self-efficacy in mathematics has become a major justification for the study of psychological aspects in mathematical education. Studies examining the relationship between mathematics self-efficacy and mathematical performance have consistently shown a favorable link (Ayotola & Adedeji, 2009;Azar & Mahmoudi, 2014;Bonne & Johnston, 2016;Ramos Salazar, 2018). Self-efficacy was shown to be the strongest predictor of intrinsic motivation and tenacity in tough problem-solving situations (In'am & Sutrisno, 2021; Skaalvik et al, 2015;Yapo et al, 2021).…”

Section: Into University Admission Grades and Academic Achievement Of...mentioning

confidence: 99%

Prior mathematics achievement and mathematics self-efficacy as indicators for success in pre-service teachers’ achievement in geometry and trigonometry

et al. 2022

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This study is a quantitative research and used a correlational research design to investigate the relationship between pre-service teachers’ prior mathematics achievement (PA) at the senior high school and mathematics self-efficacy (MSEF) on learning and achievement in geometry and trigonometry in colleges of education. A sample of 449 pre-service teachers (264 males and 185 females) randomly selected from the population was used for the study. The result revealed a strong positive relationship between PA (r = 0.543), MSEf (r = 0.542), and geometry and trigonometry score. The study then concludes that the factors (PA, MSEf) have a positive relationship with geometry and trigonometry achievement. The study recommended that colleges of education should place much emphasis on pre-service teachers’ entry grade in mathematics when considering the requirement for admission.

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“…This is an important problem because the way that students feel about statistics and how they perceive their statistical abilities can shape their capacity to learn effectively in statistics‐related courses (Finney & Schraw, 2003). For instance, building on social cognitive theory (Bandura, 1986), Salazar (2018) found that the math self‐efficacy of participants in an undergraduate business statistics course positively influenced their statistics motivation. In other words, students who feel more confident about their statistical abilities are more eager to learn about statistics.…”

Section: Introductionmentioning

confidence: 99%

Tackling the anxiety of learning statistics: The mystery of the red envelope

Robinson

Soublière

Agogué

et al. 2023

Decision Sci J Innov Edu

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Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students' self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics selfefficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses.

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Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

Cited by 7 publications

References 74 publications

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

Prior mathematics achievement and mathematics self-efficacy as indicators for success in pre-service teachers’ achievement in geometry and trigonometry

Tackling the anxiety of learning statistics: The mystery of the red envelope

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