Download or read book Relationship of Self efficacy Beliefs of Urban Public School Students to Performance on a High stakes Mathematics Test written by Kolajo A. Afolabi and published by . This book was released on 2010 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Self efficacy in Mathematics on Urban High School Graduates Math Performance written by Mustapha Benaoui and published by . This book was released on 2016 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study, which used quantitative survey data, was to examine the extent to which the four sources of self-efficacy (i.e., performance experiences, vicarious experiences, verbal persuasion, and physiological and emotional reactions), in the subject of mathematics, correlate with student performance on the mathematics portion of community college placement tests taken by urban high school graduates entering community college. Using SurveyMonkey, a survey was administrated to 191 urban high school graduates taking mathematics placement tests for Massachusetts community colleges. The findings showed that only two of the four sources of self-efficacy, performance experiences and physiological and emotional reactions, were found to be statistically significant factors that influence the performance of recent urban high school graduates on community college mathematics placement tests. The other two sources of self-efficacy, vicarious experiences and verbal persuasion, were found not to be statistically significant factors affecting students' placement test performance. In addition, demographics (gender, ethnicity, and parent's or guardian's level of education) showed mixed findings. Specifically, gender was found to be significantly correlated with students' placement test results, where females were found to be more likely to perform better on placement tests in mathematics than males; however, these findings only occurred after controlling for students' levels of the four sources of self-efficacy. In addition, students' parent's or guardian's level of education was found to be significantly correlated with placement test results; however, this relationship was no longer present after controlling for students' levels of the four sources of self-efficacy. Furthermore, students' ethnicity was found to not be a significant factor in placement test results. Future studies in the area of mathematics test performance should investigate the impact of self-efficacy on other populations, such as a homogeneous group, students in nonurban schools, or students in a private school setting.

Download or read book Critical Filters of the Adolescent Mathematics Experience written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Critical filters are events that affect academics and which prevent young people from pursuing careers in fields related to mathematics and science. Self-efficacy was the research tool used to investigate what events in the lives of adolescents could be termed critical filters. The mathematics self-efficacy (MSE) of student-parent pairs was measured using the MSES-R (n = 104). Following the survey, eight student-parent pairs were selected to be interviewed based upon its results. The most significant finding during both phases of the research was the vital role that parents play in the formation of the beliefs that students form about mathematics. A measure of student self-efficacy was regressed against eight predictor variables. The most parsimonious model included parent mathematics self-efficacy (PSE), GPA, change in GPA (GPC) and a variable for a state-wide standardized mathematics test (OPT). This model accounted for 32.6% of the variance. Two tracking variables and the demographic variables of race and sex were included. Neither the tracking nor the demographics variables contributed significantly to self-efficacy. Eight student-parent pairs were selected to be interviewed. During the qualitative portion, the influences of performance and parents were confirmed and explored. Students with high MSE were found to have strong math support networks and to have parents who were more confident about and involved in the mathematics experiences of their children. Tracking decisions in mathematics become critical filters for students of high MSE whereas the minimum competency high stakes test was a critical filter for low MSE students. Neither gender nor race contributed significantly to the self-beliefs of these adolescents. The sample had an even mix of Blacks and Whites where socioeconomic status was moderately well controlled. Often studies in this area have had socioeconomic status as confounding variable when making racial comparisons. Recommendations for schools and teachers are included.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Mathematics Self efficacy Beliefs and Achievement in High School Mathematics written by Jill R. Frazier and published by . This book was released on 1998 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Mathematics Performance and Self efficacy Beliefs of Grade 9 Mathematics Learners written by Chewachong Patience Meninkele Akih and published by . This book was released on 2015 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Antecedents of Mathematics Self efficacy Beliefs for Middle and High School Students written by Mark R. Freed and published by . This book was released on 2013 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book How Self efficacy is Perceived by Urban High School Students written by Patricia A Decoster and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic self-efficacy, an individual’s judgement of his or her capacity to perform specific academic tasks, is described through a phenomenological study using interview, field notes and survey data. Academic self-efficacy is a main driver of motivation, stamina and resilience, qualities especially necessary within urban settings. The problem of practice is framed within the context of recent urban secondary structural reforms efforts to increase understanding of how students perceive their own self-efficacy as many studies in this area have been quantitative in nature and based on outcome indicators such as grades, attendance and graduation rates. Using a mixed methods convergent design, the data was used to extract four emergent themes that students identified as having a positive or negative impact on their academic self-efficacy. The implications for school and district leadership are discussed in light of these findings with specific attention to the collection and use phenomenological data within urban schools to improve instruction and school climate.

Download or read book Mathematics Self Efficacy and Its Relation to Profiency Promoting Behavior and Performance written by Mark Gabriel Causapin and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: It was also found that there were differences in terms of academic behavior, peers, and family life between students with high and low self-efficacy. Positive behaviors were found for all female students regardless of self-efficacy levels and fewer were found among men. Negative behaviors were only found among low self-efficacy students. No differences were found in terms of the lives and families of the participants, but the interviews revealed that family members and their experiences of poverty affected educational goals and ambitions. In terms of other dispositional factors, students expressed classroom and test anxieties, concerns of being embarrassed in front of their classmates, and beliefs that mathematics was naturally difficult and not enjoyable. The students who did not talk about any of these themes were better performing and had higher self-efficacy scores.

Download or read book Self Regulation and Motivational Beliefs in Mathematics Achievement written by G Lnur Erg Z G N La Ar and published by LAP Lambert Academic Publishing. This book was released on 2011-10 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study was conducted in Istanbul and Ankara, two largest cities of Turkey. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used. By using Linear Stepwise Regression and MANOVA, some important resuts were reached. One of these results is that the combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students' mathematics achievement was significant. In other words, school type, self-efficacy and intrinsic goal orientation are important in mathematics achievement.

Download or read book Correlates of Pathways Between School Climate and Self efficacy written by Russell Krummell and published by . This book was released on 2020 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary and middle school students' sense of self-efficacy-their belief in their abilities to achieve at desirable levels on school-related tasks-has been empirically found to be significantly related to the school climate in which it is nurtured. A paucity of research exists about the relationship between self-efficacy and school climate among high school students, however. This gap in the research is problematic as self-efficacy and school climate are important correlates of student achievement and both begin to decline as students move through middle school and into high school. This study examines the association between high school students' perceptions of a triad of widely adopted domains of school climate-teaching and learning, interpersonal relationships, and the institutional environment of the school-and their beliefs in three complementary domains of self-efficacy-academic, emotional, and social self-efficacy. This cross-sectional correlational study used survey research to capture data on perceptions of school climate and self-efficacy beliefs from 10th- and 11th-graders (N = 60) at an urban high school in Texas. A Spearman's rho correlational analysis revealed a single significant positive correlation with a medium effect size between students' perceptions of the institutional environment domain of school climate and their beliefs in their emotional self-efficacy. The study's findings suggest that other factors may mediate/moderate the relationship between the domains of school climate and self-efficacy under study, although the robustness of these conclusions must be qualified due to sampling issues that arose during the data capture.

Download or read book The Acquisition of Academic Self efficacy Beliefs of Adolescent Girls with Respect to Mathematics and English written by Kimberly A. Luse and published by . This book was released on 2002 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study gathered data from six adolescent females and two middle school teachers to examine the issue of academic self-efficacy beliefs with respect to the subject areas of mathematics and English. The teachers and students were all from the same suburban middle school, and the teachers were the math and English instructors for the girls in this study. As such, the teachers were able to provide valuable insight into the responses of the girls for additional clarification. The students were selected for inclusion in this study based on the following criteria: Two of the girls were average in both subject areas, two were average in English and above average in math, and the final two were average in math and above average in English. The responses of the girls were analyzed to discover if any trends appeared that would illuminate the academic self-efficacy beliefs of the girls, as well as the actual academic performance of the girls. All of the interviews were conducted in a private, face-to-face manner, and all data was then analyzed qualitatively. The four most relevant trends that the data revealed were chaotic classrooms, teacher attitudes, gender inequity and issues of self-esteem and academic self-efficacy. Each area is addressed individually in the study, and analyzed through the theoretical framework provided by Dr. Albert Bandura as well as others that serve as experts in the area of self-efficacy. The role of society is also taken into consideration with direction provided by the work of Myra and David Sadker. The findings are presented with direct support from the interviewees in the form of quotes and journal entries.

Download or read book Influence of Self efficacy on Mathematics Performance written by Zephaniah Makokha and published by LAP Lambert Academic Publishing. This book was released on 2014-08-06 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics plays a vital role in many areas of an individual's life. In spite of the role mathematics plays results of the Kenya Certificate of Secondary Education examinations have revealed that although mathematics is a compulsory subject it is one of the poorly performed subjects. Available literature indicates that little has been done to study the role of self-efficacy on mathematics performance in Kenya's secondary schools. The purpose of this study therefore was to establish the influence of self-efficacy on mathematics performance among students in selected public secondary schools in Gilgil Town, Nakuru County, Kenya.The study used an ex-post facto research design and selected 320 students who were randomly selected from 32 public secondary schools in Gilgil town. The target population was form three students. Stratified random sampling was used to get three strata's based on girls only, boys and mixed schools.The study used the SPSS version 22.0 to analyze the data collected.The study established that self efficacy influencing factors which includes; student's social-culture, gender and motivation influences the performance of students in mathematics.

Download or read book Contributions of Academic Contingent Self worth and Math Self efficacy to Self handicapping and Math Test Performance written by Brittany J. Thorne and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Persons' performance-contingent appraisals of their self-worth and their task-specific abilities may interrelate to have invasive consequences that are far reaching, including less time persisting in the face of failure, task disengagement, lower achievement, defensive self-enhancement, and the erosion of interest and motivation. The present study investigated the individual and interactive contributions of academic contingent self-worth (CSW) and math self-efficacy beliefs (MSE) to self-handicapping behaviors and math test performance within a college student sample. Participants completed measures of the above self-related appraisals prior to their exposure to three practice math exam problems that were scored. They were then offered the option of (a) either receiving additional practice test problems before taking a graded and timed, 8-item math exam, or (b) proceeding directly to math exam without additional practice. Prior to choosing, they were informed that students who completed additional practice problems typically improved their actual math test performance. The analysis evaluated the contributions of ACSW and MSE scores on two outcomes, graded math exam performance and self-handicapping (refusing additional practice questions before taking the exam). It was hypothesized that academic contingent self-worth would interact with math self-efficacy to predict math exam performance and choice of whether to self-handicap. Results of the regression analyses indicated (a) that, controlling for students' gender and practice test performance, ACSW and MSE scores each significantly and positively predicted math exam scores, but their interaction did not significantly enhance math test performance, and (b) that neither ACSW nor MSE scores predicted self-handicapping behavior.

Download or read book Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self efficacy and Achievement Correlation written by Jodi H. Mantilla and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has shown that mathematical self-efficacy is positively correlated with mathematical performance level. However, in elementary classroom settings, teachers noticed that students with high mathematical self-efficacy had low mathematical performance level. On the other end of the spectrum, there are students who have low mathematical self-efficacy yet excel in mathematics. Discovering what factors are common among these two types of students can aid teachers in helping these students improve their self-efficacy and mathematics performance. This explanatory mixed-methods design was conducted in a K-6 elementary school with the research participants consisting of fourth-, fifth-, and sixth-grade students. The first of two research phases included assessing students0́9 mathematical performance level and mathematical self-efficacy. Utilizing the criteria of high or low performance in correlation to high or low self-efficacy, the students were placed into one of four categories; high performance/high self-efficacy (High P/High SE), low performance/low self-efficacy (Low P/Low SE), high performance/low self-efficacy (High P/Low SE), and low performance/high self-efficacy (Low P/High SE). Phase II of the research included interviewing the top two students from the High P/High SE group and the bottom two from the Low P/Low SE group as well as all of the students in the High P/Low SE and the Low P/High SE groups. After the interviews were analyzed, the researcher identified the factors that are common to the High P/Low SE and Low P/High SE groups that were not found in the High P/High SE or Low P/Low SE groups. Some examples of these factors for students with High P/Low SE included feelings of jealousy, not feeling smart even when the math is easy, and not feeling encouraged by teachers and parents. Examples of these factors for students with Low P/High SE included preferring completing assignments in a group and giving up when the mathematics gets difficult. The potential implications of this research may be used in elementary classrooms to help teachers identify outlier students as well as help students better align their self-efficacy with their achievement level. The intended audience of this research was elementary mathematics teachers.

Download or read book Student Success and Self efficacy in Mathematics at the Junior High Level written by Kathleen A. Hranac and published by . This book was released on 2007 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: The disparity in academic performance between groups of students has long been recognized in education. Recent findings reflect an increased awareness of how factors influence a student's ability to learn mathematics, in particular how a student's self-efficacy correlates with achievement. However, there is a lack of research that explores how these math efficacy beliefs are developed in students from low SES backgrounds.