Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students

Lau, Christina; Kitsantas, Anastasia; Miller, Angela D.; Rodgers, Ellen B. Drogin

doi:10.1007/s11218-018-9431-4

Cited by 34 publications

(27 citation statements)

References 34 publications

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“…Meanwhile, male students had significantly higher self-efficacy and intrinsic motivation than female students, which were consistent with the prior research result (Joët et al, 2011; Lee and Kim, 2014). However, there were also several studies showing no sex difference in self-efficacy and intrinsic motivation (Parameswari and Shamala, 2012; Lau et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation

Tian

Fang

2018

Front. Psychol.

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Metacognition, self-efficacy, and motivation are important components of interaction in self-regulated learning (SRL). However, the psychological mechanism underlying the association among them in mathematical learning remained ambiguous. The present study investigated whether the relationship between metacognitive knowledge (MK) and mathematics performance can be mediated by self-efficacy and motivation. The sample comprised 569 students (245 male, Mage = 16.39, SD = 0.63) of Grade 10 in China. The MK in mathematics questionnaire, the self-efficacy questionnaire, the academic motivation scale, Raven advanced progressive matrix, and mathematics tests were used for data collection. Our results suggested that the mathematics performance could be predicted by MK, self-efficacy and intrinsic motivation. Moreover, the association between MK and mathematics performance was mediated by self-efficacy and intrinsic motivation, as revealed by a multiple mediation analysis. Additionally, there were sex differences in MK, self-efficacy and intrinsic motivation. The findings highlight the psychological mechanism in the mathematics of Chinese students and will help teachers to improve students’ mathematical learning in SRL framework more effectively. Implications for education and further studies are discussed.

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Section: Discussionmentioning

confidence: 99%

The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation

Tian

Fang

2018

Front. Psychol.

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“…Emotional arousal appears to be a very influential source of individual self-efficacy. The emotional condition in question is a feeling of stress, anxiety, fatigue and mood (Lau, Kitsantas, Miller, & Rodgers, 2018). The four aspects of developing self-efficacy could be capitalized in mathematics learning.…”

Section: A Introductionmentioning

confidence: 99%

Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

Aprisal

Abadi

2018

BetaJTM

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[English]: This article aims to elucidate the effectiveness of Missouri mathematics project-problem solving learning (MMP-PS) toward mathematical reasoning ability and self-efficacy. We conducted quasi experiment research which involve 132 lower secondary school students (age 14-15 years old) as population. Of the population, 25 students respectively in two classes were selected randomly as experiment class and control class. The experiment class was taught using MMP-PS and a control class was taught using MMP (Missouri mathematics project learning). To examine the effectiveness of MMP-PS and MMP toward mathematics reasoning ability and self-efficacy, data were analyzed using one sample t-test. The difference of students’ mathematical reasoning and self-efficacy before and after the treatment was analyzed using Manova. The comparison of effectiveness of MMP-PS and MMP were analyzed through t-Benferroni test. This article shows that MMP-PS is effective on mathematical reasoning ability and self-efficacy. Meanwhile, MMP is effective on mathematical reasoning ability. The MMP-PS was better than MMP on students’ self-efficacy. Thus, MMP-PS could be utilized in mathematics learning to support students’ mathematical reasoning ability and self-efficacy. Keywords: Missouri mathematics project, Problem solving, Mathematical reasoning, self-efficacy [Bahasa]: Artikel ini bertujuan untuk mendeskripsikan keefektifan pembelajaran missouri mathematics projectdengan pendekatan problem solving(MMP-PS) terhadap kemampuan penalaran matematika dan self-efficacy. Penelitian kuasi eksperimen dilaksanakan dengan melibatkan 132 siswa SMP (kisaran umur 14-15 tahun) sebagai populasi. Dipilih secara acak dua kelas yang terdiri dari masing-masing 25 siswa sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diajar dengan menggunakan pembelajaran Missouri mathematics projectdengan pendekatan problem solvingdan kelas kontrol diajar dengan pembelajaran missouri mathematics project(MMP). Data penelitian dianalisis melalui uji satu sampel untuk mengukur keefektifan MMP-PS dan MMP terhadap kemampuan penalaran matematika dan self-efficacy. Perbedaan kemampuan penalaran matematika dan self-efficacysiswa sebelum dan sesudah pembelajaran dianalisis menggunakan uji Manova. Perbandingan keunggulan antara MMP-PS dan MMP menggunakan uji t-Benferroni. Hasil penelitian menunjukkan bahwa MMP-PS efektif ditinjau dari kemampuan penalaran matematika danself-efficacy. Sementara itu, pembelajaran MMP efektif ditinjau kemampuan penalaran matematika. Pembelajaran MMP-PS lebih unggul dari pembelajaran MMP ditinjau dari self-efficacysiswa. Jadi, MMP-PS bisa digunakan dalam pembelajaran matematika untuk mendukung kemampuan penalaran matematika dan self-efficacy. Kata kunci: Missouri mathematics project, Penalaran matematika, Self-efficacy, Pemecahan masalah NB: PDF version of this article will be available in maximum two weeks after this publication

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“…Students with low self-esteem particularly benefit of inquiry-based methods as applied in our module (Rocard et al, 2007). As self-efficacy is considered to be associated with responsibility (Lau, Kitsantas, Miller, & Drogin Rodgers, 2018) and FLOW with happiness perception (Csikszentmihalyi, 2000), STEAM may offer a promising approach to promote both school motivation and willingness to perform. Creativity in education promises to develop a school that meets the modern notions of learning and success (National Research Council [NRC], 2012).…”

Section: Resultsmentioning

confidence: 99%

STEAM teaching professional development works: effects on students’ creativity and motivation

Conradty

Bogner

2020

Smart Learn. Environ.

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A promising way to bring STEAM (STEM enriched with Arts) into classrooms is the Professional Development (PD) path. Its main difference to a usual PD lies in the introduction of creativity with its social skills rather than just on cognitive learning, and thus in STEAM teaching, teachers need training in new ways of teaching. In order to establish STEAM in everyday school life, an effective PD is required to go beyond one-time interventions, which seldom work sustainably. After our course schedule, the participating teachers were supposed to apply their expertise in their next school year’s classroom. The provided material ensured the teachers to work regularly with STEAM, and as the involved teachers were supposed to recapitulate and consolidate their STEAM skills in their classroom work. Following the PD goals, the students (N = 550) of the participating teachers were monitored for scientific motivation and creativity in order to examine the PD effects. For the analysis, we calculated canonical correlations to confirm the association between creativity and motivation. The structural equation model (SEM) confirmed the model that with STEAM creativity has a positive effect on motivation: A long-term PD that is integrated into school life is an appropriate socio-cultural sustainability entry to promote creativity in classrooms. Through creativity, apparently, students’ self-efficacy increase. In conclusion, integrating creativity into education via PD works and may provide a promising channel to multiplication into further science classrooms, which is discussed in the conclusions.

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Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students

Cited by 34 publications

References 34 publications

The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation

The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation

Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

STEAM teaching professional development works: effects on students’ creativity and motivation

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