Sources of Middle School Students’ Self-Efficacy in Mathematics: A                Qualitative Investigation

Usher, Ellen L.

doi:10.3102/0002831208324517

Cited by 265 publications

(296 citation statements)

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“…Finally, caring will have a positive influence on math self-efficacy because Bandura (1993) argued that affective processes affect self-efficacy. In particular, environments that arouse anxiety and other negative emotions have a negative affect on efficacy beliefs (Usher, 2009). We Math Self-efficacy 9 hypothesize that environments in which teachers take a personal interest in and emotionally support students are less likely to arouse negative emotions than environments in which teachers are impersonal and emotionally disconnected, and therefore caring environments will positively affect self-efficacy.…”

mentioning

confidence: 99%

Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

Fast

Lewis

Bryant

et al. 2010

Journal of Educational Psychology

225

186

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We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (n = 1163) provided self-reports of their perceived math selfefficacy and the degree to which their math classroom environment was masteryoriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of two-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery-oriented had significantly higher levels of math efficacy, and higher levels of math efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on math performance indicated a small significant mediating effect of self-efficacy. Implications for research on self-efficacy and the perceived classroom environment are discussed.Math Self-efficacy 3 Does Math Self-efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?In the current high-stakes testing environment, any attribute of a student that positively influences achievement is of interest. The degree to which a student believes that he/she is capable of performing specific tasks, referred to as self-efficacy, is particularly relevant given that self-efficacy has been argued to have powerful effects on achievement behavior (Bandura, 1986). Those with higher self-efficacy are proposed to have higher aspirations, stronger commitments to their goals, and recover more quickly from setbacks than those lower in self-efficacy. Beliefs in one's efficacy can vary across academic subjects (e.g. reading vs. writing) and self-efficacy for mathematics has received close attention. Students with higher math self-efficacy persist longer on difficult math problems and are more accurate in math computations than those lower in math self-efficacy (Collins, 1982; Hoffman & Schraw, 2009). Math self-efficacy is also a stronger predictor of math performance than either math anxiety or previous math experience ( Pajares & Miller, 1994; Pajares & Miller, 1995, respectively) and influences math performance as strongly as overall mental ability (Pajares & Kranzler, 1995).The demonstrated importance of self-efficacy in academic achievement has provoked widespread interest in specific factors that affect a student's self-efficacy beliefs. Bandura's (1997) social-cognitive theory proposed that self-efficacy is most strongly affected by one's previous performance and research largely supports this (Chen & Zimmerman, 2007). His theory also suggests that self-efficacy is affected by observing others (e.g. watching peers succeed at a task), verbal persuasion (e.g. encouragement from parents and teachers), and interpretation of physiological states (e.g. Math Self-efficacy 4 lack of anxiety may be a signal that one possesses skills). Although several studies indicate that manipulating features of learning...

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mentioning

confidence: 99%

Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

Fast

Lewis

Bryant

et al. 2010

Journal of Educational Psychology

225

186

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“…Professores com crenças de AE mais fortes julgam-se capazes de intervir e influenciar a aprendizagem dos alunos (Tschannen-Moran & Woolfolk Hoy, 2001) e, por consequência, empregam diferentes estratégias de ensino em suas aulas (Ozder, 2011), utilizam abordagens diferentes (Onofre, Carreiro da Costa, & Garcia, 2001); são mais satisfeitos e apresentam maiores níveis de motivação para ensinar (Caprara & cols., 2006). Na literatura internacional, diferentes estudos que buscaram verificar o desenvolvimento da produção sobre AE apontam que, metodologicamente, grande parte dessas pesquisas está pautada em abordagens quantitativas de corte transversal (Henson, 2001;Klassen, Tze, Betts, & Gordon, 2010;Tschannen-Moran & cols., 1998;Usher, 2009). Pesquisadoressugerem o desenvolvimento de novas frentes de investigação relacionadas aos enfoques qualitativos em associação aos quantitativos e delineamentos longitudinais (Henson, 2001;Klassen & cols., 2010;Tschannen-Moran & cols., 1998), além de estudos específicos sobre as fontes de AE (Usher & Pajares, 2008) e eficácia coletiva (Goddard, Hoy, &WoolfolkHoy, 2000).…”

Section: Crenças De Autoeficácia: Apontamentos Da Literaturaunclassified

“…De alguma forma, esse resultado demonstra o estágio inicial das investigações no campo educacional brasileiro. No entanto, estudos recentes apontam para a necessidade de que essas pesquisas sejam complementadas com outros aportes metodológicos (Henson, 2001;Klassen & cols., 2010;Usher, 2009). Nessa direção, o delineamento de estudos com abordagens qualitativas e seus respectivos meios poderá trazer contribuições para o estudo das crenças de autoeficácia.…”

Section: Aspectos Metodológicos Empregados Nos Estudosunclassified

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

et al. 2016

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ResumoO constructo da autoeficácia, ou o julgamento que o indivíduo realiza sobre a própria capacidade para agir num dado domínio, tem sido investigado em diferentes áreas do conhecimento. No entanto, ainda é pouco conhecido e difundido no contexto educacional brasileiro. O objetivo da pesquisa foi identificar os estudos sobre autoeficácia realizados no cenário brasileiro, seus recortes metodológicos e principais resultados.Foram analisados 15 artigos selecionados nas bases de dados SciELO, LILACS e Redalyc, utilizando os termos auto-eficácia ou autoeficácia em conjunto com as palavras-chaves: estudante, aluno, professor, docente, ensino e escola. Os resultados revelaram que as pesquisas privilegiam os domínios da autoeficácia acadêmica e autoeficácia docente, predominando a pesquisa quantitativa, com a utilização de escalas. Considera-se que pesquisas de abordagem qualitativa, além do enfoque de outros elementos constituintes do contexto educacional (diretores, coordenadores etc.) são necessárias para melhor compreender o papel das crenças de autoeficácia no contexto investigado. Palavras-chave:Autoeficácia; educação; revisão de literatura. Self-efficacy in the educational field: review of the literature on Brazilian journals AbstractThe construct of self-efficacy, or judgment made by an individual on his own ability to act in a given field, has been investigated in different areas of knowledge. However, it is still little known and widespread in the Brazilian educational context. The objective of the research was to identify the self-efficacy studies conducted in Brazilian society, its methodological clippings and main results. Fifteen items selected in the databases SciELO, LILACS and Redalyc were analyzed using the terms self-efficacy or self-efficacy in conjunction with the key words: student, student, teacher, teaching, learning and school. The results revealed that the research emphasize the areas of academic self-efficacy and teacher self-efficacy, predominantly quantitative research, using scales. It considers that research with a qualitative approach, beyond the focus of other elements of the educational context (directors, coordinators etc.) are needed to better understand the role of self-efficacy beliefs in the context investigated. Keywords: Self-efficacy; education; literature review. Autoeficacia en el campo educacional: revisión de las publicaciones en periódicos brasileños ResumenEl camino de la autoeficacia, o el juicio que el individuo realiza sobre la propia capacidad para actuar en un determinado dominio, ha sido investigado en diferentes áreas del conocimiento. Sin embargo, aún es poco conocido y difundido en el contexto educacional brasileño. El objetivo de la investigación fue identificar los estudios sobre autoeficacia realizados en el escenario brasileño, sus recortes metodológicos y principales resultados. Se analizaron 15 artículos seleccionados en las bases de datos SciELO, LILACS y Redalyc, utilizando los términos auto-eficacia o autoeficacia en conjunto con las palabras claves: es...

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“…When students engage in tasks that provide fulfillment of their learning goals, they develop a stronger sense of self-efficacy in mathematics than those who find little success or those who tend to rely on ego/performance goals for attribution of success. Self-efficacy is just one aspect of mathematical identity and interacts significantly with the social rules and norms governing what constitutes mathematical success in the classroom (Usher 2009). As such, students may develop efficacious beliefs for very different mathematical experiences.…”

Section: Key Individual Motivational Factorsmentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation

Cited by 265 publications

References 39 publications

Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

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