The Predictive Power of Self-Efficacy Sources for Mathematics Achievement

Yurt, Eyüp

doi:10.15390/eb.2014.3443

Cited by 39 publications

(50 citation statements)

References 33 publications

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“…According to Bandura (1997), selfefficacy belief has an important effect on individuals' performances. Self-efficacy beliefs affect individuals' achievements, activity choices, target orientations, efforts and perseverance in various ways (Chen & Zimmerman, 2007;Schunk, 2011;Stevens, Olivárez & Hamman, 2006;Usher, 2009;Yurt, 2014). In parallel with these theoretical explanations, this study also found that students with high expectancy perceptions in mathematics have less difficulty in mathematics and spend more effort to do well.…”

Section: Discussionsupporting

confidence: 57%

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Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Yurt

2015

IJEMST

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One of the most important variables affecting middle school students' mathematics performance is motivation. Motivation is closely related with expectancy belief regarding the task and value attached to the task. Identification of which one or ones of the factors constituting motivation is more closely related to mathematics performance may help more effective mathematics planning process. In this context, the purpose of this study was to investigate the relationships among middle school students' task values concerning the math class, their expectancy perceptions and mathematics performance via a structural equation model. The study was conducted on 200 middle school students receiving their education in Konya provincial center. Fifty point five percent of the students (n=101) were female whereas 49.5 %. (n=99) were male. Twenty-nine percent of the students (n=58) were sixth graders, 35 % (n=70) were seventh graders and 36 % (n=72) were eighth graders. The Self and Task Perception Inventory in mathematics was used to identify the students' task values and expectancy perceptions concerning mathematics, while end-of-the-term math class scores were used to determine their mathematics performances. The data obtained were analyzed using the structural equation modeling. According to the results that were obtained, it was understood that expectancy beliefs, task difficulty and intrinsic interest value were the most effective variables on mathematics performance. Moreover, findings of this study show that students with high expectancy perceptions in mathematics who derived pleasure from dealing with mathematics and had less difficulty in mathematics had higher mathematics achievements. The findings that were obtained were discussed in light of theoretical explanations.

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Section: Discussionsupporting

confidence: 57%

“…It was pointed out that especially emotional factors have a significant effect on mathematics performance (Ramirez, Gunderson, Levine & Beilock, 2013;Yurt, 2014;Yurt & Sünbül, 2014;Yücel & Koç, 2011).…”

Section: Introductionmentioning

confidence: 99%

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Yurt

2015

IJEMST

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“…Por otro lado, diversos estudios han evidenciado que las creencias de autoeficacia pueden verse nutridas por las experiencias directas (Beatson et al, 2018), la persuasión verbal (Ahn et al, 2016), el aprendizaje vicario (Byrne et al, 2014). En consonancia con lo anterior, Yurt (2014) ha revelado que las fuentes de autoeficacia como las experiencias personales, las persuasiones sociales y los estados fisiológicos constituyen predictores significativos en el rendimiento de matemáticas en estudiantes de secundaria. También, las creencias de autoeficacia reciben influencia del apoyo familiar (Weiser y Riggio, 2010) y de las emociones negativas (Villavicencio y Bernardo, 2013).…”

Section: Autoeficaciaunclassified

Relación de Autorregulación del Aprendizaje y Autoeficacia General con las Metas Académicas de Estudiantes Universitarios

2019

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ResumenBasado en la Teoría Social Cognitiva y las Teorías del Aprendizaje, se analiza la relación entre autorregulación del aprendizaje y autoeficacia general en las dimensiones de las metas académicas de estudiantes universitarios. La muestra está compuesta por 231 participantes pertenecientes a una Universidad Pública Chilena, cuyas carreras están asociadas a las ciencias de economía, ingeniería, salud, ciencias sociales y humanidades. Los participantes cumplimentaron tres instrumentos de autoinforme con una duración aproximada de 15 minutos. Se probaron tres modelos a través de análisis de regresión lineal con el paquete estadístico SPSS (v. 22.0). Los resultados muestran que el Modelo 1 (M1= Autorregulación del aprendizaje y Autoeficacia general a Metas de aprendizaje) es el que presenta mejores indicadores para explicar las metas académicas en su subdimensión metas de aprendizaje, con una varianza explicada de 43%. Se concluye que la Universidad debe potenciar acciones que apoyen a los estudiantes universitarios para diseñar sus metas de aprendizaje. Palabras clave: autorregulación del aprendizaje; autoeficacia general; metas académicas; estudiantes universitariosAbstract Based on Social Cognitive Theory and Learning Theories, the aim of the study is to analyze the relationship between learning self-regulation and self-efficacy beliefs in the dimensions of the academic goals of university students. The sample is composed of 231 participants belonging to a Chilean Public University, whose careers are associated with the sciences of economics, engineering, health, social sciences and humanities. The participants completed three self-report instruments with an approximate timing of 15 minutes. Three models were tested through linear regression analysis with the statistical package SPSS (v. 22.0). The results show that Model 1 (M1= Self-regulation learning and General self-efficacy to Academic goals) presents the best indicators to explain the academic goals in its sub-dimension learning goals, with an explained variance of 43%. It is concluded that the University must promote actions that support university students for designing their learning goals.

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“…In this way, it is intended that all individuals will have mathematics knowledge and skills in parallel with their interests, abilities and capacities. When the studies conducted in the relevant literature are examined, it is understood that in mathematics achievement, cognitive (Arsal, 2009;Hahn, 2008;Özsoy, 2005;Pape & Wang, 2003;Şentürk & İkikardeş, 2011;Yurt & Sünbül, 2014a), affective (Chen & Zimmerman, 2007;Çalışkan, 2014;Dursun & Bindak, 2011;Lent, Lopez & Bieschke, 1991;Stevens, Olivárez & Hamman, 2006;Üredi & Üredi, 2005;Yurt, 2014), familial and socioeconomic (Savaş, Taş & Duru, 2010;Siegler, et al, 2012) factors lie at the heart of individual differences. Affective factors, in particular, account for a significant portion of individual differences in learning, and constitute namely one fourth of the individual differences (Bloom, 1979).…”

Section: Extended Abstractmentioning

confidence: 99%

“…Böylece her bireyin ilgi ve yetenekleri doğrultusunda matematiksel bilgi ve becerilere sahip olması amaçlanmaktadır. İlgili literatür incelendiğinde, matematik başarısında; bilişsel (Arsal, 2009;Hahn, 2008;Özsoy, 2005;Pape & Wang, 2003;Şentürk & İkikardeş, 2011;Yurt &Sünbül, 2014a), duyuşsal (Chen & Zimmerman, 2007;Çalışkan, 2014;Dursun & Bindak, 2011;Lent, Lopez & Bieschke, 1991;Stevens, Olivárez & Hamman, 2006;Üredi & Üredi, 2005;Yurt, 2014), ailevi ve sosyo ekonomik (Savaş, Taş & Duru, 2010;Siegler et al, 2012) faktörlerin bireysel farklılıkların kaynağını oluşturduğu anlaşılmaktadır. Özellikle duyuşsal faktörlerin, öğrenmede bireysel farklılıkların dörtte biri gibi önemli bir kısmını açıkladığı belirtilmiştir (Bloom, 1979).…”

Section: Introductionunclassified

Özel Yetenekli Öğrencilerin Matematik Öz-Yeterlik Kaynaklarının Matematik Kaygıları Üzerindeki Etkilerinin İncelenmesi

Kurnaz¹,

Yurt²

2015

Pegem Eğitim ve Öğretim Dergisi

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The Predictive Power of Self-Efficacy Sources for Mathematics Achievement

Cited by 39 publications

References 33 publications

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Relación de Autorregulación del Aprendizaje y Autoeficacia General con las Metas Académicas de Estudiantes Universitarios

Özel Yetenekli Öğrencilerin Matematik Öz-Yeterlik Kaynaklarının Matematik Kaygıları Üzerindeki Etkilerinin İncelenmesi

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