Mathematical self-concept among prospective teachers

Takaria, Johannis; Palinussa, Anderson Leonardo

doi:10.11591/ijere.v9i4.20464

Cited by 6 publications

(6 citation statements)

References 36 publications

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“…Prospective mathematics education teachers might have a higher baseline level of general self-confidence, which can influence how they approach challenges in mathematics or statistics. An approach that supports interactive, exploratory, and creative learning in mathematics may encourage prospective biology education teachers to improve their selfperception of the subject (Takaria & Palinussa, 2020).…”

Section: A Self-concept (Sc) and Achievement Of Prospective Biology A...mentioning

confidence: 99%

“…The remaining variance, approximately 87.75%, might be influenced by other factors not considered in this analysis. This suggests that while self-concept plays a role in influencing self-efficacy in understanding mathematical concepts and teaching (Arens et al, 2020;Lau, 2022;Takaria & Palinussa, 2020), it is not the sole determinant. There could be additional factors, such as teaching methodologies, prior teaching experiences, and personal teaching beliefs, that contribute to a mathematics teacher candidate's self-efficacy.…”

Section: ) Prospective Mathematics Teachersmentioning

confidence: 99%

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Self-concept, Self-efficacy, and Academic Achievement of Prospective Mathematics and Biology Teachers

Baiduri,

Usmiyatun

2023

EJEDU

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This study investigates the intricate interplay between self-concept, self-confidence, and academic achievement among aspiring mathematics and biology teachers. Through a quantitative research approach and survey design, we explore the relationships among these psychological factors and their potential influence on the educational paths of future educators in these distinct disciplines. Seventy-six prospective biology education teachers and 115 prospective mathematics education teachers voluntarily participated as respondents in filling out the provided survey. Utilizing standardized self-concept and self-efficacy assessments in conjunction with academic performance records, we gather comprehensive data to analyze these dynamics by inferential statistics, independent t-tests, and Pearson's correlation. Our findings show that there is a significant difference in the self-concept of prospective biology education teachers and mathematics education teachers when studying mathematics or statistics material, highlighting significant correlations between self-concept, self-efficacy, and academic achievement. However, the nature of these relationships varies between mathematics and biology domains, suggesting the need for tailored strategies in each field. While a positive self-concept and self-efficacy foster academic success, their impact differs based on the subject matter. The findings from these analyses can shed light on how self-concept and self-efficacy in mathematical understanding and problem-solving contribute to the academic achievement of prospective teachers in mathematics and biology. This information has implications for teacher training programs and educational strategies aimed at enhancing both self-perception and teaching efficacy in mathematics-related subjects.

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Section: A Self-concept (Sc) and Achievement Of Prospective Biology A...mentioning

confidence: 99%

Section: ) Prospective Mathematics Teachersmentioning

confidence: 99%

Self-concept, Self-efficacy, and Academic Achievement of Prospective Mathematics and Biology Teachers

Baiduri,

Usmiyatun

2023

EJEDU

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“…Mastered mathematical concepts can develop self-confidence in students. The ability to master concepts can create learning that is relatedness, competence, and autonomy (Takaria & Palinussa, 2020). In simple terms, in self-determination theory, what is meant by relatedness is the level of satisfaction with social relationships that have been made, while competence describes the level when individuals feel able to perform different tasks, whether related to learning or not.…”

Section: Introductionmentioning

confidence: 99%

Improving the ability to understand mathematical concepts and achievement of self-determination of elementary school students using realistic mathematics education approach

Samura,

Siagian

2024

JDM

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This study examines the differences in the increase in the ability to understand mathematical concepts and the achievement of students' self-determination using the RME approach. Quantitative research method by way of the experiment using "nonequivalent control-group design." The research sample amounted to 81 people. The instrument used is in the form of an essay test. Data obtained from the pretest and posttest were analyzed using descriptive and inferential statistics. The results obtained; The RME technique has a very high impact on the category's ability to comprehend mathematical ideas and attain self-determination. The RME method can help primary school children gain self-determination and increase their understanding of mathematical ideas. Students who learn to use the RME technique and students who learn to use conventional learning have different increases in their capacity to understand mathematical topics. There is no difference in self-determination between students who learn to use the RME approach and those who use conventional learning.

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“…"Several researchers and educators claimed that mathematical self-concept is an important construct students must nurture in learning mathematics and it has been linked to academic performance" [16,3,17]. "Most of the studies support the belief that self-concept is a strong facilitator of academic achievement in mathematics and that a positive or negative change in self-concept tends to produce a commensurate change in academic achievement" [12].…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Self-Concept and Mathematics Performance of College Students in the New Normal

Adlawon

Valdevarona

Miranda

2022

AJESS

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This study aimed to explore the relationship between self-concept and mathematics performance of first-year college students. Descriptive correlational research design was employed and stratified random sampling technique was used. A total of three hundred twenty-eight (328) students were subjected to the study. In gathering the data, an adopted survey questionnaire was used. Mean and standard deviation were used for description of quantitative variables and percentage (%) was used for categorical variables. Spearman correlation analysis was then employed to analyze the relationship among the considered variables. Results revealed that most of the respondents exhibit moderate level of self-concept toward learning mathematics during the time of pandemic. This implies that, students’ interest in mathematics is notable and display a positive perception of the subject. The mathematics performance of most of the respondents belonged to a very good level, implying that students developed fundamental knowledge and skills in mathematics subject. Correlation analysis revealed that self-concept is significantly correlated to the mathematics performance of the students. Hence, it is recommended to incorporate activities and approaches into the math curriculum that are designed to boost students’ self-concept towards mathematics.

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Mathematical self-concept among prospective teachers

Cited by 6 publications

References 36 publications

Self-concept, Self-efficacy, and Academic Achievement of Prospective Mathematics and Biology Teachers

Self-concept, Self-efficacy, and Academic Achievement of Prospective Mathematics and Biology Teachers

Improving the ability to understand mathematical concepts and achievement of self-determination of elementary school students using realistic mathematics education approach

The Relationship of Self-Concept and Mathematics Performance of College Students in the New Normal

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