Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students

Towards efficient measurement of metacognition in mathematical problem solving

“…But, the VisA instrument also explains a sound part of 23 percent of the variance in word problem solving. The predictive validity of the VisA instrument for performance is comparable to the correlations reported previous studies of prediction and postdiction judgments (Chen 2002;Desoete et al 2001;Desoete 2009;Vermeer et al 2000) and problem visualizations (Edens and Potter 2007;Van Garderen and Montague 2003). The fact that the VisA instrument also uniquely covers some variance in problem solving which is not covered by the think-aloud measure may be due to the fact that it measures metacognitive monitoring more strongly than the think-aloud measure in which monitoring is only represented in two of the sub-items (see "Procedure").…”

“…Research has shown the accuracy of performance judgments before and after problem solving to have good predictive validity for mathematics performance. In the literature, correlations between judgments of performance and mathematics performance range from about r00.4 to 0.6 (explained variance 16 % to 36 %) (Chen 2002;Desoete et al 2001;Desoete 2009;Vermeer et al 2000). The relationship is typically stronger when the performance measure is more closely related to the task on which the judgment is based (Pajares and Miller 1995).…”

Yes we can achieve in mathematics and why we don't : African American female eleventh and twelfth grade students in a career and technical setting.

“…It made sense to me" (Student Interview 5/13/1 0). This finding is consistent with researchers that find that students tend to often report high self-efficacy (Chen, 2003;Pajares & Kranzler, 1995) but inconsistent with prior research that reports that minorities (Stevens et aI, 2004) and females (Bandalos, Yates, & Thorndike-Christ, 1995;Stipek & Gralinski, 1991) often have a low perception of their mathematical abilities. It is interesting to note that, despite the majority of the research participants reporting a high perception of their mathematical ability, they displayed characteristics of students with low self-efficacy including: giving up easily when faced with challenging tasks, exerting less effort on challenging tasks, the avoidance of taking future higher level mathematics courses, and experiencing anxiety (Bandalos, Yates, Thorndike-Christ, 1995).…”

“…According to Bandalos, Yates, and Thorndike-Christ (1995) students with low self-efficacy "tend to give up easily; dwell on their perceived deficiencies, thus detracting their attention from the task at hand; suffer from anxiety and stress; attribute their success to external factors" (p. 612). In particular, self-effIcacy has been found to play an important role in "career choice and development" (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001 Chen (2003) found that "math self-efficacy was a crucial variable in predicting students' math performance" (p. 89). In general, perceptions of high ability are typically associated with high performance (Pajares & Urdan, 2006).…”

Effects of reflective journal writing to mathematics self-efficacy in reciprocal peer tutoring

“…Hackett과 Betz는 수학과목에서의 자기효능감을 '특 정한 수학 과제나 문제를 성공적으로 수행할 것이라는 자신의 능력에 대한 상황적․구체적 문제의 판단' (Hackett & Betz, 1989, p. 262 학생들의 수학자기효능감과 수학성취도 사이에 유의 미한 관련성이 입증된 선행연구들 (정경아, 2002;서현진 2011;Chen, 2002;Hacket & Betz, 1989;Shores & Shannon, 2007)과 수학자기효능감은 수학태도와 성취도 사이에 유의미한 변수임이 입증된 선행연구들 (Betz & Hacket, 1983;Collins, 1982;Hackett, 1985;Hacket & Betz, 1989;Randhawa, Beamer & Lundberg, 1993)이 있었다. 또한 학생들이 자신의 수학능력에 대해 가지는 자기효능감은 수학과 관련한 학업적․직업적 선택에 있 어서 중요함을 입증해 주는 많은 선행연구 결과가 보고 되었다.…”