Role of Mathematics Self-Efficacy and Motivation in Mathematics Performance Across Ethnicity

Stevens, Tara; Olivárez, Arturo; Lan, William Y.; Tallent‐Runnels, Mary K.

doi:10.3200/joer.97.4.208-222

Cited by 132 publications

(138 citation statements)

References 36 publications

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“…When I have a problem, I ask my teacher about it, so I can understand it better" (Mathematics Autobiography). As shown by the research of Stevens et al (2004), high self-efficacy is linked to improved mathematical performance.…”

Section: Self-efficacymentioning

confidence: 99%

“…In a study of 358 students in grades 9-10 enrolled in a public West Texas high school, Stevens, Olivarez, Jr., Lan, and Tallent-Runnels (2004) found that "Hispanic students reported significantly less confidence in their ability to use their skills and knowledge effectively to successfully complete mathematics problems than Caucasians did" (p. 218).…”

Section: Litera Ture Reviewmentioning

confidence: 99%

“…Moreover, Stevens, Olivarez, Jr., Lan, and Tallent-Runnels (2004) reported that "selfefficacy has been shown to significantly influence academic achievement and has been associated with semester and final-year grades, student class work, homework, and student examinations" (p. 210). The conclusion of this study was consistent with the work of other researchers (McKenzie, Gow, & Schweitzer, 2004).…”

Section: Litera Ture Reviewmentioning

confidence: 99%

“…Research shows that self-efficacy is a predictor of students' motivation (Stevens, Olivarez, Jr., Lan, Tallent-Runnels, 2004), and motivation is vital to mathematics persistence and participation. For this reason, it is not surprising that "self-efficacy predicts math-related choice" (Lent, Brown, & Gore, Jr., 1997, p. 313) both inside and outside of the classroom.…”

Section: Litera Ture Reviewmentioning

confidence: 99%

“…Only the three successful research participants stated that they would continue to work when faced with difficult mathematics problems. Also, according to the research of Stevens, Olivarez, Jr., Lan, Tallent-Runnels (2004), highly efficacious students utilize problem-solving strategies when faced with difficult mathematical tasks. The data revealed that the research participants often looked for support from their teachers rather than utilizing their own problem-solving techniques when faced with challenging mathematics problems.…”

Section: Self-efficacymentioning

confidence: 99%

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Yes we can achieve in mathematics and why we don't : African American female eleventh and twelfth grade students in a career and technical setting.

Mayes¹

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Section: Self-efficacymentioning

confidence: 99%

Section: Litera Ture Reviewmentioning

confidence: 99%

Section: Litera Ture Reviewmentioning

confidence: 99%

Section: Litera Ture Reviewmentioning

confidence: 99%

Section: Self-efficacymentioning

confidence: 99%

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Yes we can achieve in mathematics and why we don't : African American female eleventh and twelfth grade students in a career and technical setting.

Mayes¹

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Math anxiety, self‐efficacy, and ability in British undergraduate nursing students

McMullan

Jones

Lea

2012

Research in Nursing & Health

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Nurses need to be able to make drug calculations competently. In this study, involving 229 second year British nursing students, we explored the influence of mathematics anxiety, self-efficacy, and numerical ability on drug calculation ability and determined which factors would best predict this skill. Strong significant relationships (p < .001) existed between anxiety, self-efficacy, and ability. Students who failed the numerical and/or drug calculation ability tests were more anxious (p < .001) and less confident (p ≤ .002) in performing calculations than those who passed. Numerical ability made the strongest unique contribution in predicting drug calculation ability (beta = 0.50, p < .001) followed by drug calculation self-efficacy (beta = 0.16, p = .04). Early testing is recommended for basic numerical skills. Faculty are advised to refresh students' numerical skills before introducing drug calculations.

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The feedback method of teaching macroeconomics: is it effective?

Wheat¹

2007

System Dynamics Review

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The conventional method of teaching macroeconomics to undergraduates relies on static graphs, an approach with documented pedagogical problems. In contrast, the feedback method uses causal loop diagrams and interactive computer simulation models. This paper describes the feedback method and four experiments that tested its effectiveness. Two experiments examined student preferences for methods of learning macroeconomics (e.g., using static graphs or a causal loop diagram), and a significant majority preferred the feedback method. In the third experiment, students showed more understanding of GDP when they had access to a stock-and-flow feedback diagram of the economy. In the final experiment, students using causal loop diagrams displayed more understanding of business cycle dynamics than those with access to a conventional aggregate supply-and-demand graph. Searching for feedback structure in the economy and using computer simulation to connect structure with behavior appears to be a promising method for learning macroeconomics.

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Role of Mathematics Self-Efficacy and Motivation in Mathematics Performance Across Ethnicity

Cited by 132 publications

References 36 publications

Yes we can achieve in mathematics and why we don't : African American female eleventh and twelfth grade students in a career and technical setting.

Yes we can achieve in mathematics and why we don't : African American female eleventh and twelfth grade students in a career and technical setting.

Math anxiety, self‐efficacy, and ability in British undergraduate nursing students

The feedback method of teaching macroeconomics: is it effective?

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