Self-efficacy and literacy: a paired difference approach to estimation of over-/under-confidence in mathematics- and science-related tasks

Cheema, Jehanzeb; Skultety, Lisa

doi:10.1080/01443410.2015.1127329

Cited by 15 publications

(12 citation statements)

References 36 publications

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“…This is evident by many students who expressed higher confidence in performing certain tasks yet they failed to perform as expected when presented with a mathematical reasoning test. These results echo the findings of a study conducted by Cheema and Skultety (2016) who found that some students "consistently over-estimated" their confidence in performing specific tasks (p.12). Cheema and Skultety (2016) further warned that overestimation or underestimation of one's ability to perform certain tasks may have serious consequences on their psychological or emotional well-being if not addressed.…”

Section: Mediation Analysissupporting

confidence: 88%

“…These results echo the findings of a study conducted by Cheema and Skultety (2016) who found that some students "consistently over-estimated" their confidence in performing specific tasks (p.12). Cheema and Skultety (2016) further warned that overestimation or underestimation of one's ability to perform certain tasks may have serious consequences on their psychological or emotional well-being if not addressed. This points to the need for mathematics educators and researchers not to end at only assessing students' judgement about their capabilities in performing certain mathematical tasks, but to engage them with those tasks to get a complete picture of their actual capabilities.…”

Section: Mediation Analysissupporting

confidence: 88%

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Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

2021

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Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.

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Section: Mediation Analysissupporting

confidence: 88%

Section: Mediation Analysissupporting

confidence: 88%

Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

2021

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“…Self-efficacy beliefs function as a vital set of proximal determinants of human action, motivation, and affect, influencing action through cognitive, affective, and motivational intervening processes (Bandura, 1989). In line with this definition, modern psychologists (Cheema & Skultety, 2017) have claimed that self-efficacy defines the belief of a person in his or her own capability and ability to succeed in accomplishing a given assignment. Thus, subject-specific self-efficacy means a measurement of self-confidence in a personal capacity to accomplish tasks associated with that subject.…”

Section: Hypotheses Of the Tsm Modelmentioning

confidence: 99%

Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model

Islam

Crook

et al. 2020

Sage Open

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Assessment studies using structural equation modeling and Rasch Model have long been prominent in all areas of educational psychology. Their emphases have covered, but have not been limited to, the improvement of quality in teaching, learning, and research as well as the pursuit of research productivity. However, such methodological approaches have rarely taken place in the arena of information and communication technology (ICT) in tertiary education. As such, this study assesses Chinese lecturers’ expression of ICT satisfaction through the technology satisfaction model (TSM). Data from 196 Chinese lecturers were collected using stratified random sampling and analyzed applying structural equation modeling and the Rasch model. The findings suggested that Chinese lecturers’ satisfaction around ICT use was explored by the three underlying antecedents of computer self-efficacy, perceived usefulness, and ease of use. Computer self-efficacy was evidently a powerful exogenous variable in assessing direct and indirect causal associations among the dimensions of TSM. In future research, it is recommended that assessment of Chinese lecturers’ ICT use for teaching and research purposes should be considered through structural equation modeling and the Rasch model. This would support future researchers, academicians, and practitioners in performing technological measurements in all the arenas of tertiary education.

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“…For example, recent studies argued that high self-efficacious persons in a particular discipline (i.e. task and job specific) can depreciate the difficulty of the challenges of the job and they can tackle challenges of the job with their overrating ability (Cheema & Skultety, 2017).…”

Section: Managerial Self-efficacy and Employees Performance: From Manmentioning

confidence: 99%

Impact of Managerial Self-efficacy, Improvement-oriented Employees’ Voice Fearing External Threat on Performance

Fatima

Khan

Malik

2020

READS

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Managers’ self-efficacy, being an active area of research, is important as it encourages employees’ performance. The feedback of highly self-efficacious managers in making better decisions is important to meet the global challenges that world is facing. This study explores literature on the relationship between managerial self-efficacy and employees’ performance. We further empirically tested the hypothesis in the banking sector in Pakistan and the results supported the theoretical implications. The study can serve as a basis for further studies and is practically useful for managers for improving employee performance.

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Self-efficacy and literacy: a paired difference approach to estimation of over-/under-confidence in mathematics- and science-related tasks

Cited by 15 publications

References 36 publications

Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

Mediating Effect of Self-Efficacy on the Relationship Between Instruction and Students’ Mathematical Reasoning

Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model

Impact of Managerial Self-efficacy, Improvement-oriented Employees’ Voice Fearing External Threat on Performance

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