Instructional Practices, Students’ Self-Efficacy and Math Achievement: a Multi-level Factor Score Path Analysis

Larsen, Nicole E.; Jang, Eunice Eunhee

doi:10.1007/s42330-021-00181-3

Cited by 14 publications

(8 citation statements)

References 69 publications

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“…EQAO data have also been used for a rich variety of research purposes, including investigations into literacy profiles across middle childhood into adolescence [ 50 ], relationships between academic achievement and health [ 51 , 52 ], and the beneficial impact of outdoor greenspaces on student achievement [ 53 ]. Ample research using EQAO has focused on mathematics; for example, Larsen and Jang [ 54 ] utilized responses to the EQAO student questionnaire about self-efficacy, and teachers’ responses to questions on instructional practices to develop a multi-level path analysis articulating the relationship between Grade 6 math achievement and IEP status. Wickstrom et al [ 55 ] examined the association between special learning needs status and students’ EQAO math trajectories from grades 3 to 6.…”

Section: Individual-level Databasesmentioning

confidence: 99%

Student Achievement Trajectories in Ontario: Creating and validating a province-wide, multi-cohort and longitudinal database

Sinclair

Davies²,

Janus³

2023

IJPDS

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IntroductionLongitudinal data that tracks student achievement over many years are crucial for understanding children's learning and for guiding effective policies and interventions. Despite being Canada's most populous province, Ontario lacks such large-scale and longitudinal data on student learning. Linking datasets across cohorts requires rigorous linkage protocols, flexible handling of complex cohort structures, methods to validate linked datasets, and viable organizational partnerships. We linked administrative data on early child development and educational achievement and merged two datasets on characteristics of students' neighborhoods and schools. We developed a linkage protocol and validated how the resulting database could be generalized to Ontario's student population. Methods and analysisTwo main individual-level data sources were linked: 1) the Early Development Instrument (EDI), a school readiness assessment of all Ontario public school kindergartners that is administered in three-year cycles, and 2) Ontario's Educational Quality and Assessment Office's (EQAO) math and reading assessments in grades 3, 6, 9, and 10. To compensate for their lack of a common personal identification number, a deterministic linkage process was developed using several administrative variables. A school-level and a neighborhood-level dataset were also later linked. We examined differences between unlinked and linked cases across several variables. Results and implicationsWe successfully linked 50% of the EDI's 374,239 cases, 86,778 of which contained all five datapoints, creating a database tracking achievement for multiple cohorts from kindergarten through grade 10, with covariates for their development, demographics, affect, neighborhoods, and schools. Analyses revealed only negligible differences between linked and unlinked cases across several demographic measures, while small differences were detected across a neighborhood socioeconomic index and some measures of child development. In conclusion, we recommend the filling of key voids in sustainable research capacity by creating representative data through linkage protocols and data verification.

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Section: Individual-level Databasesmentioning

confidence: 99%

Student Achievement Trajectories in Ontario: Creating and validating a province-wide, multi-cohort and longitudinal database

Sinclair

Davies²,

Janus³

2023

IJPDS

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“…Sisi lain, faktor afektif seperti self-efficacy matematis dan faktor gender mempengaruhi proses pemahaman konsep siswa (Azizah et al, 2022;Bahri et al, 2022;Iwuanyanwu, 2022;Larsen & Jang, 2021;Morin & Herman, 2022;Rittle-Johnson et al, 2016;Takır & Özder, 2022). Selfefficacy matematis merupakan keyakinan siswa akan kemampuan yang dimilikinya.…”

Section: Pendahuluanunclassified

“…Teori self-efficacy didasarkan pada teori sosiokognitif Bandura, yang menyatakan bahwa pencapaian atau kinerja individu tergantung pada kombinasi perilaku, variabel pribadi (misalnya, ide, keyakinan), dan kondisi lingkungan (Bakar et al, 2020;Bandura, 1977b;Rumjaun & Narod, 2020). Sejumlah penelitian menunjukkan bahwa self-efficacy mempengaruhi kemampuan siswa untuk menangani masalah secara tuntas dan akurat (Bakar et al, 2020;Larsen & Jang, 2021;Rumjaun & Narod, 2020;Takır & Özder, 2022). Dengan kata lain, self-efficacy berusaha memahami peran pengendalian diri dalam mengubah pemikiran, memberikan motivasi dan dukungan diri, serta menyesuaikan diri dalam ranah manajemen emosi dan psikologi.…”

Section: Pendahuluanunclassified

Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

Santosa

Bahri²,

Negara³

et al. 2022

JDM

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The ability to understand concepts is an ability that supports students' ability to solve problems. However, psychological factors in the form of mathematical self-efficacy and gender, which are factors influencing this ability, have not been investigated much. The purpose of this study was to determine the ability to understand concepts based on mathematical self-efficacy and gender in problem-based learning situations. The one-shot case study design was applied to 70 grade 8 junior high school students in one of the schools in Mataram City selected by the purposive sampling technique. Data collection uses a concept understanding ability test, a mathematical self-efficacy questionnaire, and gender categorization. Data analysis techniques used were the one-sample t-test and the Anacova test. The results of the study show that the PBL model can assist students in developing conceptual understanding skills. Subsequent findings state that mathematical self-efficacy and gender are factors that determine students' ability to understand concepts.

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“…Kemudian pada tahun yang sama, Larsen & Jang [21] menginvestigasi pengaruh 2 bentuk pembelajaran, yaitu direct instruction dan inquiry learning, pada prestasi belajar siswa SD dan kemudian mengkaji tentang peran PPI (Program Pendidikan Individual) atau program pendidikan yang secara khusus dibuat untuk masing -masing siswa sesuai dengan keadaan dan kebutuhan khusus. Hasil penelitian mereka menunjukkan ada pengaruh tidak langsung dari kegiatan pembelajaran pada prestasi matematika dan berkaitan dengan efikasi diri siswa.…”

Section: Tinjauan Pustakaunclassified

Profil Efikasi Dan Kemandirian Belajar Mahasiswa Berprestasi Universitas Riau

Budiartiningsih¹,

Suryawati²,

Siregar³

et al. 2022

GESI

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Kajian ini bertujuan untuk mengetahui profil Self-Efficacy (SE) dan Self-Directed Learning (SDL) mahasiswa berprestasi secara akademik dan non-akademik berdasarkan gender di Universitas Riau. Kajian diharapkan dapat memberi gambaran potensi prestasi akademik dan non akademik dan korelasi prestasi tersebut terhadap keberhasilan mahasiswa dalam menyelesaikan study, mendapat pekerjaan, berwirausaha dan melanjutkan study. Instrumen yang digunakan berupa angket menggunakan skala Likert. Indikator SE terdiri dari 5 indikator yaitu (keyakinan menyelesaikan tugas, motivasi diri, kerja keras, mengatasi hambatan, dan menyelesaikan tugas dalam perspektif luas atau sempit) Indikator SDL terdiri 5 indikator yaitu (kesadaran (awareness), strategi belajar (learning strategies), kegiatan belajar (learning activities), evaluasi (evaluations), dan kemampuan diri (interpersonal skill). Analisis data dilakukan secara deskriptif untuk memetakan profil mahasiswa berprestasi akademik dan non-akademik terkait SE dan SDL. Hasil penelitian menunjukkan jumlah mahasiswa berprestasi laki-laki 31% perempuan 69%, SE laki-laki 4,36 perempuan 4,31, SDL laki-laki 4,20 perempuan 4,18, mahasiswa laki-laki memiliki prestasi akademik dan non akademik sebesar 60% perempuan 56%. Hal ini menunjukkan tidak terdapat perbedaan nyata antara SE dan SDL pada mahasiswa laki-laki dan perempuan, mereka memiliki peluang yang sama untuk meraih prestasi akademik dan non akademik.

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Instructional Practices, Students’ Self-Efficacy and Math Achievement: a Multi-level Factor Score Path Analysis

Cited by 14 publications

References 69 publications

Student Achievement Trajectories in Ontario: Creating and validating a province-wide, multi-cohort and longitudinal database

Student Achievement Trajectories in Ontario: Creating and validating a province-wide, multi-cohort and longitudinal database

Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

Profil Efikasi Dan Kemandirian Belajar Mahasiswa Berprestasi Universitas Riau

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