Secondary school students and self-efficacy in mathematics: Gender and age differences

Mozahem, Najib A.; Boulad, Farah M.; Ghanem, Carla

doi:10.1080/21683603.2020.1763877

Cited by 23 publications

(18 citation statements)

References 59 publications

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“…The present study's findings that there is no interplay between track and self-directed learning do not as well cohere with the findings of Slater et al [43]. The study supports the findings of earlier studies that sex does not influence students' self-efficacy in learning [60][61][62][63]. The findings agree with studies investigating family income and selfefficacy in learning [45][46][47][48].…”

Section: Extent Of Academic Motivationsupporting

confidence: 83%

Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

Coros¹,

Madrigal

2021

AJESS

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Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs. Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation. Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000). Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

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Section: Extent Of Academic Motivationsupporting

confidence: 83%

Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

Coros¹,

Madrigal

2021

AJESS

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“…One such limitation is that the effect of time was not incorporated into the model. Research in educational psychology has found that gender differences in occupational choices develop overtime (Mozahem et al 2018), and that the information received from the four sources of self-efficacy is mediated by the gender of children over time (Mozahem et al 2020). These results support social roles theories that argue that males and females undergo different socialization processes and that these processes develop over time.…”

Section: Limitations and Directions For Future Researchsupporting

confidence: 63%

Social cognitive theory and women’s career choices: an agent—based model simulation

Mozahem

2020

Comput Math Organ Theory

Self Cite

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An agent-based model is proposed and tested. This model aims to simulate agency as conceptualized in Bandura's (Am Psychol 37:122–147, 1982; Organ Behav Hum Decis Process 50:248–287; Annu Rev Psychol 52: 1–26) Social cognitive theory. Social cognitive theory has been used to explain the continued underrepresentation of females in certain fields, most notably fields that are associated with engineering and technology. The theory proposes that agents acquire information from four different sources, and then, through a process of reciprocal interaction, these agents develop their perception of self-efficacy. In this study, an agent-based model is used to model this interaction. The output from the simulation supports the validity of the model used and illustrates how agency "emerges" from the triadic interaction. The model successfully simulates several of the theorized aspects of social cognitive theory. The simulation results reveal that even small gendered differences can lead to female misrepresentation in certain fields. The model also shows that female discouragement plays a larger role than male encouragement in female underrepresentation. The implications of these results are discussed. Finally, the limitations of the model are discussed, along with directions for future research.

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“…Usher and Pajares (2006) found gender based difference of effect which these sources put on students. Mozahem et al (2020) did not found significant gender based differences for all sources. Chen ( 2012) and Loo and Choy (2013) revealed mastery experience as the most powerful determinant of efficacy in mathematics as contrary to Yurt (2014) finding personal experience, social feedback and emotionality being significant dynamics for affecting mathematics.…”

Section: Introductionmentioning

confidence: 61%

“…When they find others as their class fellows and teachers to solve mathematics easily they imagine themselves to do in the same manner. Other fellows work as a mirror for them in which they see their own reflection performing the same task with same standards and accuracy (Mozahem et al, 2020).Contrary to it, Loo and Choy (2013) have the view that vicarious experiences have feeble effects on efficacy than mastery experiences. However, if a student faces unfamiliar situation of which he has no prior experience but finds others performing that task without any difficulty, he can generate expectations and this is the time when if he puts effort he can accomplish that task.…”

Section: Introductionmentioning

confidence: 99%

AN INVESTIGATION OF 10th GRADE STUDENTS’ SELF-EFFICACY BELIEFS IN MATHEMATICS

Deeba¹

2021

PJER

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The core of the survey was to investigate Mathematics self-efficacy of those students who study at 10th grade. Overall, 245 students of grade 10 were engaged as respondents of this survey. To evoke efficacious inclination of students, a translated version (Urdu) of “Sources of Mathematics self-efficacy Scale” originally developed by Lopez and his associates (1991) was administered which presented the items on five levels based on Likert type entailing 40 statements of efficacy indicating its four emerging dimensions as “Performance Accomplishment, Vicarious Information, Verbal Persuasion and Emotional Arousal”. Using SPSS for the analysis of data, both descriptive (mean, standard deviation) and inferential (t-test) statistics were used. It was inferred from the overall analysis that the four self-efficacy sources were positively effecting the self-efficacy beliefs of students in Mathematics. However, boys are more influenced by the knowledge they get on their successful completion of task. They also enjoy comparing themselves with other peers. On the other hand, when girls are verbally encouraged, they feel confident while they also feel more anxiety as compared to boys. Sector was difference was also significant as students of public sector schools feel confident over successful completion of task that they can do well in future because they performed it in past with precision while students of private sector schools were more confident on influential effects by rest of the sources. In short, students found to be efficacious and all factors or sources contributed in making their mind set to be more efficacious to deal with Mathematics although with varying degree. Now it is the responsibility of teachers of Mathematics to come forward to provide them such activities that may involve them more in advanced level learning of Mathematics and help them in coping this subject in a more successful manner. In this way, self-efficacy can be a strong predictor of their academic gains. Efficacy in Mathematics cannot be differentiated on gender basis as it is a myth that boys always have natural inclination and therefore their self-efficacy beliefs are high than girls

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Secondary school students and self-efficacy in mathematics: Gender and age differences

Cited by 23 publications

References 59 publications

Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

Social cognitive theory and women’s career choices: an agent—based model simulation

AN INVESTIGATION OF 10th GRADE STUDENTS’ SELF-EFFICACY BELIEFS IN MATHEMATICS

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