How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García, Trinidad; Pérez, Celestino Rodríguez; Betts, Lucy R.; Areces, Débora; Castro, Paloma González

doi:10.1016/j.lindif.2016.05.021

Cited by 42 publications

(39 citation statements)

References 41 publications

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“…Self-efficacy is an important factor that is closely related to the student's ability to study, which means judging, recognizing and assessing their ability to manage various difficult tasks in order to be able to achieve the goals they set (Bandura, 1986: 39). When using in the mathematics course, the Mathematics Self-efficacy refers to students' perceptions of their ability to learn to succeed in learning Mathematics (Garcia, Rodriguez, Betts, Areces, & Gonzalez-Castro, 2016). Students with high self-efficacy tend to use effort and courage to stand up to high barriers to learning.…”

Section: Mathematics Self-efficacymentioning

confidence: 99%

From Modern Teaching to Mathematics Achievement: The Mediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy

Damrongpanit¹

2019

EUROPEAN J ED RES

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A modern teaching method influences both direct and indirect learning achievement through the student's nonacademic factors. The researcher has an intention to examine the influences of new teaching methodology on mathematics achievement towards mathematics attitude, achievement motivation, and self-efficacy of students as mediating variables (n teacher = 117, n student = 2,205). The Multilevel Structural Equation Modeling revealed that attitude towards mathematics is the most important factor in explaining the academic achievement of individual students. It could be explained the variance with achievement motivation and perceived self-efficacy of students by 60.50%. As for the modern teaching method, there was a positive effect on achievement both directly and indirectly through all three factors with statistical significance and explained conjointly about the variance of student achievement in each classroom by 99.00%. This finding suggests the importance and direction of teaching design that covers the development of relevant factors as proposed in discussions and implementations.

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Section: Mathematics Self-efficacymentioning

confidence: 99%

From Modern Teaching to Mathematics Achievement: The Mediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy

Damrongpanit¹

2019

EUROPEAN J ED RES

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“…Typically, this transition occurs around the period of pre‐adolescence or adolescence with concomitant physical and psychological changes (Ng‐Knight, Shelton, Riglin, McManus, Frederickson, & Rice, ). The majority of researchers appear to have focused on the challenges associated with transition, such as the negative impact on academic grades (Hopwood, Hay, & Dyment, ) and psychological wellbeing (Jackson & Schulenberg, ), an increase in externalizing behaviours (Palmu, Närhi, & Savolainen, ) and less positive attitudes towards subjects (e.g., Mathematics, García, Rodríguez, Betts, Areces, & González‐Castro, ). Authors have highlighted the particular challenges faced by children and young people considered more vulnerable during transition, such as those with additional support needs, due to heightened anxiety (Peters & Brooks, ; Mandy, Murin, Baykaner, Staunton, Cobb, et al, ; Mandy, Murin, Baykaner, Staunton, Hellriegel, et al, ; Makin, Hill, & Pellicano, ).…”

Section: Introductionmentioning

confidence: 99%

Systematic literature review of primary‒secondary transitions: International research

Jindal‐Snape

Hannah

Cantali

et al. 2020

Review of Education

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A systematic literature review of international empirical research was conducted to understand the impact of primary-secondary transition on children's experiences, outcomes and protective/ risk factors. The review covered the period 2008-2018 and met the gap in previous literature reviews. Using the EPPI-Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationships with teachers and peers led to positive or negative experiences. Pupils and parents were primarily concerned with changes in relationships during the transition from primary to secondary school. Some studies reported that transition can also have a positive effect on opportunities for establishing new friendships. There was a decline in educational and wellbeing outcomes, and there was a link between the two. However, we cannot say with any confidence whether this impact on outcomes was as a result of the transition to secondary school, and whether it was sustained over time. Protective and risk factors were related to the child and significant others in their ecosystem. There were contradictory findings about the impact of organisational and educational systems. A limited number of studies examined the differential impact of transitions on children with additional support needs. This review is the first to bring together various aspects of transitions and as a result provides some unique insights and makes an original contribution. It became clear that it is difficult to predict the impact of interactions between experiences, outcomes and factors, given the gaps in existing literature. The paper concludes with recommendations for policy, practice and future research.

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“…These higher beliefs of self-efficacy not only increase motivation for learning, but also the process of self-regulation, making it easier to set ambitious learning objectives and facilitating self-monitoring behavior (Rosário et al, 2014). In contrast, students with low confidence in themselves about learning math tend to be more anxious about their learning and avoid leaning opportunities when they come up (García et al, 2016).…”

Section: Article In Pressmentioning

confidence: 99%

“…Although we have learned a lot over the past sixty years about anxiety and its relationship with performance in math tasks (Dowker et al, 2016), there is still significant inconsistency in the results of past research about the role of non-cognitive variables such as anxiety and perceived competence in the explanation of math achievement, as well as hypothetical differences due to gender or school year (Ching, 2017;García et al, 2016;Hanin & Nieuwenhoven, 2016;Lipnevich et al, 2016). The data generally comes from studies assessing direct effects or the main effects of these variables on math achievement.…”

Section: Article In Pressmentioning

confidence: 99%

The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement

Pérez-Fuentes

Núñez

Molero

et al. 2020

Psicología Educativa

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The European Commission has repeatedly highlighted the fact that the Spanish education system has not reached any of the objectives set for secondary students' achievement (Valle et al., 2009). A recent report of the National Statistics Institute shows that Spain has managed to reduce the rate of school dropout over the last ten years from 31.7% to 17.3% in 2019. However, Spain is still one of the EU countries with the highest school failure rate for young people aged 18 to 24 (INE, 2019). These youth leave education having completed, at most, only the first part of secondary education (ESO). The mathematics subject is an expected concern for the Spanish school system, given the fact that math is involved in a wide range of activities and expertise in modern society. Understanding math is an absolute necessity in a society that is becoming ever more complex and technology-dependent. Nowadays, most sciences, including social sciences such as sociology, psychology, and economics, use more and more mathematical tools. Math is used in sport, dietetics, traffic management, population management etc. However, most academic difficulties and failures are concentrated in math. In fact,

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How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

Cited by 42 publications

References 41 publications

From Modern Teaching to Mathematics Achievement: The Mediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy

From Modern Teaching to Mathematics Achievement: The Mediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy

Systematic literature review of primary‒secondary transitions: International research

The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement

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