Role of mathematics self-efficacy in the structural model of mathematics achievement.

Randhawa, Bikkar S.; Beamer, James E.; Lundberg, Ingvar

doi:10.1037/0022-0663.85.1.41

Cited by 133 publications

(121 citation statements)

References 30 publications

(55 reference statements)

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“…They concluded that "the cognitive information tapped by the assessment of math self-efficacy should, theoretically, encompass the information an individual has derived from his or her own past performance, making such achievement information as ACT scores redundant if one possesses information about self-efficacy" (p. 270). Recent similar investigations have excluded an ability measure (e.g., Randhawa et al, 1993), and it was not used in our study. We would be remiss, however, if we did not acknowledge that its exclusion may have influenced the effects found, and we recommend that a future model include an ability measure with an eye to testing our findings.…”

Section: Discussionmentioning

confidence: 99%

“…Recently, Randhawa, Beamer, and Lundberg (1993) found that generalized math self-efficacy mediated the effect of various math attitudes on math achievement. However, their generalized math self-efficacy was the composite score of the three subscales of the Mathematics Self-Efficacy Scale (MSES)-judgments of capability to solve math problems, complete math-related tasks, and succeed in math-related courses.…”

Section: Math Self-efficacymentioning

confidence: 99%

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Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Pajares¹,

Miller²

1994

Journal of Educational Psychology

1,206

764

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Path analysis was used to test the predictive and mediational role of self-efficacy beliefs in mathematical problem solving. Results revealed that math self-efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experience with mathematics, or gender (N = 350). Self-efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem solving. Gender and prior experience influenced self-concept, perceived usefulness, and problem solving largely through the mediational role of self-efficacy. Men had higher performance, self-efficacy, and self-concept and lower anxiety, but these differences were due largely to the influence of self-efficacy, for gender had a direct effect only on self-efficacy and a prior experience variable. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory.Social cognitive theory suggests that self-efficacy, "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p. 391), strongly influences the choices people make, the effort they expend, and how long they persevere in the face of challenge. According to Bandura (1986), how people behave can often be better predicted by their beliefs about their capabilities than by what they are actually capable of accomplishing, for these beliefs help determine what individuals do with the knowledge and skills they have.Although researchers have established that self-efficacy is a strong predictor of behavior (Maddux, Norton, & Stoltenberg, 1986), research on the relationship between self-efficacy and academic performance in areas such as mathematics is still limited (Bouffard-Bouchard, 1989). Studies of math self-efficacy have been largely correlational, and researchers have emphasized the need to construct causal models with which to conceptualize and test hypothesized relationships (Hackett & Betz, 1989;Meece, Wigfield, & Eccles, 1990). When causal modeling has been used, most models have excluded key variables identified as influencing math performance (most notably, self-concept), or the theoretical framework used to hypothesize relationships was not based on social cognitive theory. Thus, results have added little to a better understanding of self-efficacy's influence. Bandura (1986) mance; that is, when these determinants are controlled, self-efficacy judgments are better predictors of performance. Bandura also argued that constructs such as selfconcept, perceived usefulness, and anxiety are "common mechanisms" of personal agency in the sense that they, like self-efficacy beliefs, also influence an outcome. However, these mechanisms are, to a great extent, the result of selfefficacy judgments-their influence is largely due to the confidence with which individuals approach a task. Consequently, although strong correlational relationships are observed between these mechanisms and related outcomes, ...

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Section: Discussionmentioning

confidence: 99%

Section: Math Self-efficacymentioning

confidence: 99%

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Pajares¹,

Miller²

1994

Journal of Educational Psychology

1,206

764

View full text Add to dashboard Cite

show abstract

“…), à lui indiquer différents niveaux de performance possible et lui demander avec quel degré de certitude il pense pouvoir atteindre chacun de ces niveaux de performance (généralement sur une échelle en 10 points ; Lee & Bobko, 1994). L'opération peut être renouvelée pour différents types d'activités au sein d'un même domaine : par exemple l'arithmétique, la géométrie et l'algèbre pour les mathématiques (Randhawa, Beamer, Lundberg, 1993 Bandura, Barbaranelli, Caprara & Pastorelli, 1996 ;Zimmerman, Bandura & Martinez-Pons, 1992).…”

Section: Les Effets Du Sentiment D'efficacité Personnelleunclassified

Le sentiment d'efficacité personnelle dans l'apprentissage et la formation : quel rôle joue-t-il ? D'où vient-il ? Comment intervenir ?

Galand

Vanlede

2004

Savoirs

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Résumé Cet article passe en revue les recherches empiriques concernant les croyances d’efficacité personnelle dans le domaine de l’enseignement et de la formation. Trois questions principales sont abordées : Que sait-on du rôle du sentiment d’efficacité dans l’apprentissage ? Quelles sont les sources du sentiment d’efficacité dans le domaine de l’apprentissage formel ? Quelles sont les interventions éducatives possibles afin d’accroître le sentiment d’efficacité personnelle des apprenants ? Les résultats passés en revue indiquent que les croyances d’efficacité ont des effets non négligeables sur l’engagement, les performances et la trajectoire de formation des apprenants. D’autres résultats permettent de mieux cerner les sources d’information qui influencent ces croyances d’efficacité. Nombre de recherches présentées offrent des pistes d’action pour des interventions pédagogiques. Globalement, les études présentées démontrent qu’il est possible de soutenir le développement des compétences et du sentiment d’efficacité des apprenants, même quand ceux-ci ont un niveau initial de compétence très bas.

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“…Hackett과 Betz는 수학과목에서의 자기효능감을 '특 정한 수학 과제나 문제를 성공적으로 수행할 것이라는 자신의 능력에 대한 상황적․구체적 문제의 판단' (Hackett & Betz, 1989, p. 262 학생들의 수학자기효능감과 수학성취도 사이에 유의 미한 관련성이 입증된 선행연구들 (정경아, 2002;서현진 2011;Chen, 2002;Hacket & Betz, 1989;Shores & Shannon, 2007)과 수학자기효능감은 수학태도와 성취도 사이에 유의미한 변수임이 입증된 선행연구들 (Betz & Hacket, 1983;Collins, 1982;Hackett, 1985;Hacket & Betz, 1989;Randhawa, Beamer & Lundberg, 1993)이 있었다. 또한 학생들이 자신의 수학능력에 대해 가지는 자기효능감은 수학과 관련한 학업적․직업적 선택에 있 어서 중요함을 입증해 주는 많은 선행연구 결과가 보고 되었다.…”

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“…또한 학생들이 자신의 수학능력에 대해 가지는 자기효능감은 수학과 관련한 학업적․직업적 선택에 있 어서 중요함을 입증해 주는 많은 선행연구 결과가 보고 되었다. (서현진 2011;Betz & Hackett, 1983;Hackett, 1985;Randhawa, Beamer, & Lundberg, 1993;Graham, 2000).…”

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Effects of reflective journal writing to mathematics self-efficacy in reciprocal peer tutoring

Choi¹,

Whang²

2014

The Mathematical Education

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Role of mathematics self-efficacy in the structural model of mathematics achievement.

Cited by 133 publications

References 30 publications

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Le sentiment d'efficacité personnelle dans l'apprentissage et la formation : quel rôle joue-t-il ? D'où vient-il ? Comment intervenir ?

Effects of reflective journal writing to mathematics self-efficacy in reciprocal peer tutoring

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