Mathematics Self-Efficacy, Utility Value and Well-Being Among School Students in India: Mediating Role of Student Engagement

Sasidharan, Syama; Kareem, Jacqueline

doi:10.1080/19477503.2023.2224652

Cited by 1 publication

(2 citation statements)

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“…In line with Sasidharan and Kareem (2023), we argue that in mathematics-a school subject that many students tend to perceive as difficult (Moyer et al, 2018)-high selfefficacy and persistence are of the utmost importance. If students' self-efficacy is high, they might exhibit a higher degree of participation in mathematics activities, which can increase their well-being (Sasidharan & Kareem, 2023). Therefore, we assert that it is important to provide students with opportunities to develop self-efficacy, and hence persistence, in mathematics.…”

Section: Introductionsupporting

confidence: 62%

“…An ever-growing body of research has reported the outcomes associated with possessing self-efficacy, such as performance and persistence (Bong & Skaalvik, 2003;Collins, 1984;Jacobs et al, 1984;Lyman et al, 1984;Multon et al, 1991;Óturai et al, 2023;Pajares, 1996;Pajares & Miller, 1995;Schunk, 1991;Sexton & Tuckman, 1991;Skaalvik et al, 2015;Zakariya, 2021). In line with Sasidharan and Kareem (2023), we argue that in mathematics-a school subject that many students tend to perceive as difficult (Moyer et al, 2018)-high selfefficacy and persistence are of the utmost importance. If students' self-efficacy is high, they might exhibit a higher degree of participation in mathematics activities, which can increase their well-being (Sasidharan & Kareem, 2023).…”

Section: Introductionmentioning

confidence: 53%

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The Effect of Level-Marked Tasks on Students’ Mathematics Self-Efficacy and Persistence—Investigating a Tiered Activity

Herset,

Bjerke,

El Ghami

2024

IER

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In school mathematics, tiering tasks according to students’ readiness levels is a common approach to adapting content to address students’ varying abilities. To distinguish between different tiers, the tasks are commonly marked by their level of difficulty, as in so called level-marked tasks – a strategy used in differentiated instruction to help students gain mastery and improve performance. However, less is known about whether and to what extent the marking of the tasks works as intended. Regarded as a significant predictor of students’ performance in mathematics, the level marking of mathematics tasks and their effects on students’ self-efficacy and persistence were investigated. The online survey part of an experimental design was used to collect data from 436 lower secondary students in Norway. Independent sample t-tests and Mann–Whitney U tests revealed that, when students across groups were given the same mathematics tasks with and without level markings, tasks marked as difficult reduced both students’ mathematics self-efficacy and their persistence, even for students with high baseline self-efficacy. Although more research is needed to fully understand how the level markings of mathematics tasks affect students’ self-efficacy and persistence, the reported results have implications for both mathematics teachers and textbook authors.

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Section: Introductionsupporting

confidence: 62%