Sources of self-efficacy in mathematics: A validation study

Usher, Ellen L.; Pajares, Frank

doi:10.1016/j.cedpsych.2008.09.002

Cited by 427 publications

(522 citation statements)

References 42 publications

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“…The findings of various studies show that mastery experience consistently emerges as the most powerful source of self-efficacy, while findings for the other three sources have been less consistent. Usher and Pajares (2009) note that these inconsistent results may be due to methodological problems such as poor reliability, aggregated scores that mask information from any one source, or multicollinearity between the sources. Usher and Pajares (2008) state that the sources of self-efficacy function best at appropriate levels of specificity and when they correspond with the self-efficacy outcome they are developed to predict.…”

Section: Student Mathematics Self-efficacy Beliefs and Unresolved Issuesmentioning

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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Section: Student Mathematics Self-efficacy Beliefs and Unresolved Issuesmentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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“…Par exemple, les études concernent tantôt les étudiants en enseignement (voir Bursal et Yigit, 2012;Grenon, 2007;Liang et Tsai, 2008;Pamuk et Peker, 2009;Robertson et Al-Zahrani, 2012, Sang et al, 2010Van Dinther et al, 2011), tantôt les enseignants en exercice (voir Kreijns et al, 2013;Paraskeva et al, 2008;Shiue, 2007;Van Acker et al, 2011). De plus, si ces études défi -nissent l'autoefficacité à partir de la théorie sociocognitive de Bandura (2007), elles n'utilisent pas toutes des instruments qui sont totalement cohérents avec cette théorie pour mesurer son niveau (Usher et Pajares, 2009). Enfin, certaines ne s'appuient pas sur ce cadre pour analyser les facteurs d'influence de l'autoefficacité.…”

Section: Compétence Professionnelle Relative Aux Ticunclassified

“…Néanmoins, parmi les études recensées portant sur les sources qui influencent l'autoefficacité, aucune n'affiche des résultats qui concordent avec ceux obtenus (voir Al-Awidi et Alghazo, 2012;Britner et Pajares, 2006;Hodges et Murphy, 2009;Kiran et Sungur, 2012;Palmer, 2006;Usher et Pajares, 2009;Van Dinther et al, 2011;Wang et al, 2004;Zeldin et al, 2008;Zeldin et Pajares, 2000). À l'heure actuelle, il ne semble donc pas y avoir de consensus sur l'importance de chacune des sources de l'autoefficacité (Gloudemans et al, 2013).…”

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Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire

Melançon

Lefebvre

Thibodeau

2013

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Tous droits réservés © Association canadienne d'éducation de langue française, 2013 Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche.https://www.erudit.org/fr/ RÉSUMÉDans un contexte éducatif où l'intégration des technologies est prisée, on peut s'interroger sur la compétence des enseignants à intégrer les technologies de l'information et de la communication (TIC) (Mueller et al., 2008;Chai et al., 2011). Parmi les facteurs d'ordre personnel pouvant influencer le développement de cette compé-tence se trouve l'autoefficacité (Klassen et al., 2011;Wheatley, 2005 Al-Zahrani (2012), affichent des résultats différents. Cet article présente donc une étude sur l'autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire. Plus précisément, il traite du niveau d'autoefficacité de ces enseignants et des sources d'influence de l'autoefficacité. Les résultats relatifs au niveau d'autoefficacité indiquent que la majorité des neuf enseignantes interrogées sont plutôt en accord avec le fait qu'elles sont en mesure d'intégrer les TIC dans leur enseignement et avec l'idée qu'un enseignement qui intègre les TIC apporte des retombées positives. Pour ce qui est des sources, ce sont l'expérience active de maîtrise ainsi que les états physiques et émotionnels qui semblent avoir une incidence plus marquée sur l'autoefficacité des participantes, alors que l'expérience vicariante et la persuasion verbale semblent y contribuer dans une moindre mesure. Ces résultats sont discutés à la lumière de la théorie sociocognitive de l'autoefficacité et d'études antérieures. In an educational context where incorporating technology is popular, the abi lity of teachers to integrate information and communication technology (ICT) remains questionable (Mueller et al., 2008;Chai et al., 2011). Self-efficacy is one of the personal factors that can influence the development of this competency (Klassen et al., 2011;Wheatley, 2005). However, studies on factors influencing self-efficacy, such as those of Bursal and Yigit (2012), Kreijns et al. (2013) and Robertson and Al-Zahrani (2012), show different results. This article presents a study on self-efficacy in relation to how elementary school teachers incorporate ICT. More specifically, it examines their level of self-efficacy and sources that influence it. The results related to self-efficacy levels show that the majority of the nine teachers interviewed agreed that they can use ICT in their teaching, and that incorporating ICT brings positive results. In terms of sources of self-efficacy, active mas...

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“…Çalışmada incelenen ikinci değişken olan öz yeterlik ise, "bireyin belli bir performansı göstermek için gerekli etkinlikleri organize edip, başarılı bir şekilde yerine getirme kapasitesi hakkında kendine ilişkin öz inancı" olarak tanımlanmıştır (Bandura, 1986(Bandura, , 1997. Öz yeterliğin büyük ölçüde başarı ile ilişkili olduğu ifade edilmektedir (House, 2004;Multon, Brown ve Lent, 1991;Usher & Pajares, 2009). Başarılı kişiler öz yeterliği yüksek kişiler olmakla birlikte kendi öğrenme sürecinin kontrolünden de sorumludurlar (Zimmerman, Bonner & Kovach, 1996).…”

Section: Introductionunclassified

Öğrencilerin Matematik Okuryazarlık Puanlarını Etkileyen Faktörlerin Modellenmesi: PISA 2012 Örneği

Soyadı¹

2016

HUJE

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ÖZ:Bu çalışma ile PISA 2012 Türkiye örnekleminde yer alan öğrencilerin matematik okuryazarlıklarının yapısal eşitlik modeli (YEM) kullanılarak matematiğe karşı ilgi, öz yeterlik ve çalışma etiği değişkenleri ile ilişkili olup olmadığı belirlenmeye çalışılmıştır. Çalışmada yapılan temel bileşenler faktör analizi ile toplam 3 faktörün bulunduğu görülmüştür. Bu faktörler matematiğe karşı ilgi gizil değişkeninin yordadığı sekiz, matematik özyeterliği gizil değişkeninin yordadığı sekiz ve çalışma etiği gizil değişkeninin yordadığı dokuz gözlenen değişken olmak üzere toplam 25 gözlenen değişkenden elde edilmiştir. Toplam üç gizil ve 25 gözlenen değişkenden oluşan bir model kurulmuştur. Model uyumu incelendiğinde kullanılan indekslerin kabul edilebilir ölçütlerde olduğu görülmüş ve kurulan modelin tüm veri seti için geçerli olduğu sonucuna varılmıştır. Kurulan yapısal eşitlik modeli incelendiğinde öğrencilerin matematik okuryazarlığını en iyi yordayan değişkenin ve okuryazarlığı belirleyen en önemli faktörün "özyeterlik" olduğu, okuryazarlığı en az ve negatif yönde yordayan değişkenlerin ise "ilgi" ve "çalışma etiği" olduğu belirlenmiştir. Araştırmada R 2 katsayısı 0.34 olarak bulunmuştur. Bu katsayısı öğrencilerin matematik okuryazarlıklarının ilgi, özyeterlik ve çalışma etiği değişkenleri tarafından % 34'ünün açıklandığını göstermektedir. Tüm elde edilen değerler göz önüne alındığında ise kurgulanan modelin doğrulandığı gözlenmiştir. Anahtar sözcükler: PISA 2012, matematik okuryazarlığı, özyeterlik, ilgi, çalışma etiği ABSTRACT: The aim of this study is to examine whether interest in mathematics, mathematics self-efficacy and work ethics variables have any effect on mathematics literacy of students who took PISA 2012 by using structural equation modeling (SEM). Exploratory factor analysis extracted in three factors. It was found that eight variables were related to interest in mathematics factor, eight variables were related to mathematics self-efficacy factor, and nine variables were related to work ethics factor. Of these variables, three were latent and twenty-five were observed. Then the consistency of the model was analyzed, and it was found that model could be used for the whole data set. "Mathematics self-efficacy" variable was found to be the best predictor of mathematics literacy. The other two variables, namely "interest in mathematics" and "study ethics", were found to have less effect on mathematics literacy. In addition, these two variables were found to less predict mathematics literacy. In the study, R 2 coefficient was found to be 0.34. It means that 34% of the variance in students' mathematics literacy is explained by interest in mathematics, self-efficacy, and work ethics variables. The data obtained showed that the model designed was confirmed.

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Sources of self-efficacy in mathematics: A validation study

Cited by 427 publications

References 42 publications

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire

Öğrencilerin Matematik Okuryazarlık Puanlarını Etkileyen Faktörlerin Modellenmesi: PISA 2012 Örneği

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