初三学生自我效能感与数学学业成绩的相关研究

文章通过对初三学生自我效能感与数学学业成绩之间的关系进行研究,得出了如下研究结果:1.初中生数学学习自我效能感在性别上差异不显著;2.初中生数学学习自我效能感与数学学业成绩之间显著正相关。     

数学学习动机、数学失败归因、数学学习反思性对数学自我效能感的影响

以湖北省27,769名初中生为调查对象,运用Mplus 8.3软件对学生的数学学习动机、数学失败归因、数学学习反思性及数学自我效能感之间的关系进行研究.结果表明:数学学习动机与数学学习反思性均对数学自我效能感有显著正向影响,数学失败归因对数学自我效能感有显著负向影响;数学学习动机对数学学习反思性有显著正向影响,数学失败归因对数学学习反思性有显著负向影响;数学学习动机对数学失败归因有显著负向影响;数学失败归因、数学学习反思性在数学学习动机与数学自我效能感的关系间有显著中介作用;数学失败归因、数学学习反思性在数学学习动机和数学自我效能感的关系间有显著的链式中介作用.为了调节学生的数学学习心理发展,学校和教师应合理创设数学问题,激发学生的学习动机;客观分析学情,鼓励学生积极归因;培养错题整理习惯,引导学生自主反思;正确建立阶段目标,提升学生自我效能感.     

论自我效能感对数学学习的影响

根据自我效能理论 ,从数学学习的增生阶段、融会贯通阶段及学习的动机 ,自我调节、自我监控等方面阐述了自我效能感对数学学习过程的影响 ,并提出了一些提高学生自我效能感的方法     

浅议高中学生数学学习自我效能感低下的原因及对策

高中学习生活紧张单调,学习压力较大,学生的自我效能感受到这种环境的影响。自我效能感在数学学习中有着重要的作用,本文对高中生数学学习自我效能感低下的原因进行分析,并提出解决对策。     

论自我效能感对数学学习的影响

根据自我效能理论，从数学学习的增生阶段、融会贯通阶段及学习的动机，自我调节、自我监控等方面阐述了自我效能感对数学学习过程的影响，并提出了一些提高学生自我效能感的方法。     

数学自我效能感对小学生数学学业表现的影响：数学焦虑和数学学习兴趣的中介作用

以3842名4年级小学生为对象,探究数学自我效能感对数学学业表现的影响,以及数学焦虑和学习兴趣在其中的中介作用。研究发现：数学自我效能感显著正向预测数学学业表现;在数学自我效能感对数学学业表现的预测中,数学焦虑和数学学习兴趣起着中介作用;数学自我效能感通过“数学焦虑—数学学习兴趣”这一链式中介对数学学业表现产生积极影响。在教学实践中,小学数学教师可尝试通过构建引导探究式课堂教学模式、形成幽默风趣的教学风格、为学生提供适度的情感支持等方式,增强学生的数学自我效能感,进而改进学生的数学学业表现。     

自我效能感在职中数学教学中的运用

职业学校的学生普遍存在数学学习困难的现象。本文从学生对待玩游戏和学习数学时的两种不同态度入手,分析了自我效能感在其中所起的不同作用。同时就如何提高学生的自我效能感提出观点：首先,创设成功的机会,提高学生学习的自我效能感;其次,教师运用恰当的言语、及时的期待、激励,提高学生学习的自我效能感;第三,让学生获得替代性经验,提高自我效能感;第四,教会学生进行正确的归因,提高自我效能感。     

高中生数学学习自我效能感的培养

研究表明:学生学习的自我效能感是提高学习效率和学习成绩的重要内部因素,对人一生的发展具有重要意义。本文主要从提高学习效率和学业成绩、促进学生的全面发展以及顺应时代的发展三个方面阐述了提高自我效能感的意义,同时还探讨了培养高中生数学学习自我效能感的策略。     

小学生的学习兴趣与自我效能感的关系研究——以宿迁市宿城区市实验小学学生为例

本文采用学习兴趣问卷和自我效能感问卷,对宿迁市实验小学200名学生进行问卷测查,分析小学生的学习兴趣与自我效能感的现状,旨在了解小学生的学习兴趣与自我效能感之间的关系,结果表明,第一,小学生的学习兴趣与自我效能感存在明显的正相关关系,学习兴趣与自我效能感内部各维度之间也显著正相关;第二,自我效能感是影响小学生学习兴趣的一个重要的内在动机性因素。     

高等数学学习自我效能感的调查分析

大学生的高等数学学习自我效能感总体上处于中等水平;不同性别和家庭背景的大学生高等数学学习自我效能感不存在显著差异,不同专业和数学成绩的大学生高等数学学习自我效能感存在显著差异;高等数学学习自我效能感及其3个维度均与数学成绩呈现显著正相关.培养高等数学学习自我效能感,要实施分层教学,开展合作学习,实施发展性评价,加强数学思想方法教学,采取适当措施降低学生焦虑水平.     

Unravelling the interplay of sources of self-efficacy in negotiating in role-play simulations of political decision-making: A longitudinal in-depth case study

This study contributes to current self-efficacy research in two ways. First, it responds to the need for more context- and competency-specific self-efficacy research by expanding the research field to the context of role-play simulations and focusing on the outcome of self-efficacy in negotiating. Second, aiming to investigate sources of self-efficacy and their interplay, the study addresses the need for more in-depth qualitative research by conducting a single holistic case study with a longitudinal design. Moreover, the study focuses on outcomes of an increase or decrease in self-efficacy over time. Data were collected during a four-day European Union simulation. Three data sources – diaries, interviews, and semi-structured observations and field notes – contributed to data convergence, ensuring that more than a single source of evidence supported findings. Four students were selected using maximum variation sampling. The final sample of 27 meaningful events – about the development of self-efficacy in negotiating – were selected by within-case sampling based on a set of inclusion criteria. Data were analyzed by means of content analysis. Three groups of sources of self-efficacy could be defined: personal sources, social sources, and contextual sources, which encompassed and enriched the four previously hypothesized sources of self-efficacy. With regard to the interplay of sources, five main pathways could be defined. Personal sources were present in all pathways. The contribution of social sources to an increase in self-efficacy was more obvious than its role in a decrease in self-efficacy. The contribution of the contextual source to the development of self-efficacy in negotiating was generally less prominent.     

Examining the role of self-efficacy and online metacognitive monitoring behaviors in undergraduate life science education

In STEM education, a thorough understanding of the interaction of self-efficacy and metacognitive monitoring behaviors is needed to refine theories and inform the design of instructional supports for students with varying levels of motivation and self-regulation skills. We examined how students' (n = 1063) exam scores in an undergraduate life science course were influenced by their self-efficacy and online metacognitive monitoring behaviors by integrating variable-centered and person-centered approaches. In a semester-long study, students' self-efficacy judgements made at the end of the semester were stronger predictors of students' final exam performance than those made at the beginning of the semester. Results further suggested that the influence of self-efficacy on exam scores decreased as online monitoring behaviors increased. Students’ prior GPA predicted membership in three latent profiles indicated by 1) high self-efficacy with high metacognitive monitoring activity; 2) high self-efficacy with low metacognitive monitoring activity; and 3) low self-efficacy with low metacognitive monitoring activity. Learners with high self-efficacy and high monitoring activity outperformed those with high self-efficacy and low monitoring, who outperformed those with low self-efficacy and low monitoring on exams.     

Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources

The beliefs children hold about their capabilities as readers are known to influence their reading achievement. The aim of this study was to extend previous work by examining trajectories of change in reading self-efficacy among primary school students (N = 1327) and the relations between the trajectories of self-efficacy and their hypothesized sources over 11 months. Using growth mixture modeling, we identified four trajectories of change in reading self-efficacy, involving increasing, stable, and declining trends. These trajectories of change in reading self-efficacy were associated with students’ varying experiences with the four sources of self-efficacy over time. Higher levels of mastery, verbal persuasion, and vicarious experiences and lower levels of physiological arousal were related to positive developmental trajectories of self-efficacy. Students with declining experiences of social sources of self-efficacy (i.e., verbal persuasions and vicarious experiences) had decreasing self-efficacy trajectories. These findings point to the importance of considering the variability in changes in reading self-efficacy and the interplay between changes in self-efficacy and sources of self-efficacy during primary school years, as well as the importance of monitoring these changes over time.     

Sources of self-efficacy of community college students enrolled in developmental mathematics

The need to improve student success in community colleges has resulted in a growing interest in developmental mathematics. Yet there remains a need to understand the motivations and beliefs of developmental mathematics students in order to cultivate their success. Self-efficacy has been identified to be a predictor of student success. Little is known about the antecedents or sources of self-efficacy of students enrolled in remedial courses at community colleges and how their self-efficacy can be bolstered through such courses. An instrument was developed to measure sources of mathematics self-efficacy and was originally tested with middle school students. Using a sample of 439 students, it was found that a scale which measures sources of self-efficacy is psychometrically acceptable for adults completing mathematics remediation. Our results indicated that the four theorised sources of self-efficacy explained a large percentage of the variance in mathematics skill self-efficacy for our sample. As hypothesised by others, mastery experiences was the best predictor of self-efficacy but all sources influenced mathematics skills self-efficacy.     

Methods of Interpreting Results in the Cleveland Arithmetic Tests

ABSTRACT

The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy.     

Social models in the cognitive appraisal of self-efficacy information

The purpose of this investigation was to test (a) whether students distinguished between self-efficacy sources according to social model and (b) how predictive the self-efficacy information students received from each social model was for their self-efficacy beliefs. For this purpose, new vicarious experience and social persuasion scales were developed that independently assess the respective source of self-efficacy information conveyed by three social models, family members, teachers, and peers. As revealed by exploratory factor analysis, confirmatory factor analysis, and multitrait-multimethod analysis, the Korean high school students in Studies 1 (N = 395) and 3 (N = 393) and the Korean college students in Study 2 (N = 220) clearly distinguished between the self-efficacy sources and the social models who delivered this information (family members, teachers, or peers). Student responses to vicarious experience fluctuated more by social model than did their responses to social persuasion. The correlations further suggest the possibility that the existing scale largely taps vicarious experience from teachers and peers rather than vicarious experience from family members. The predictive utility of vicarious experience and social persuasion for self-efficacy also varied according to the social model involved and by the academic domain. Social persuasion by teachers predicted student self-efficacy in mathematics, while vicarious experience from teachers predicted student self-efficacy in English as a foreign language, in addition to mastery experience and physiological state.     

Student perceptions of assessment and student self-efficacy in competence-based education

The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.     

Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes

Adaptability helps teachers to navigate change, novelty, and uncertainty at work. We sought to extend understanding of adaptability by considering it at the school-level in 2189 high schools across eight nations. We investigated whether two job demands (disruptive student behavior, student diversity) and a job resource (teacher collaboration) are associated with school-average teacher adaptability. We also examined the association that school-average teacher adaptability has with teacher self-efficacy and, in turn, student self-efficacy. Findings showed, for example, that greater school-average teacher adaptability was positively associated with teacher self-efficacy and, in turn, student self-efficacy. Findings were similar across the eight nations.     

浅谈职业效能感在稳定高校实验技术人员队伍中作用

新时期实验技术人员大多具有高学历,如何稳定新进高学历实验技术人员队伍是高校人才队伍建设的新问题。文章通过论述职业效能感的内涵即是个体对自己能否胜任和职业有关的任务或活动所具有的信念,它是在个人的归因方式、目标设置状况等因素的影响下,通过对自我效能信息的认知加工形成并发展起来的,并可以通过增加正面的职业自我效能信息、改善影响职业自我效能感的因素等措施达到促进其形成和发展的目的[1],剖析了实验技术工作的特点即技术性、繁杂性和边缘化;对新进技术人员的优点、缺点和困惑进行了剖析;从明确岗位职责,明晰职业相关任务;树立标杆,给于职业成就的积极认可;准确定位,设置合理的职业规划;建立量化的绩效考评体系,及时反馈调动人员积极性四个方面论述了提高职业效能感的途径。     

Role of Self-Efficacy and Task-Value in Predicting College Students'' Course Performance and Future Enrollment Intentions

Predictive utility of self-efficacy and task-value beliefs was compared among 168 Korean female college students. The study assessed the constructs longitudinally and attempted consolidation of self-efficacy and expectancy-value theories. Self-efficacy perceptions were assessed at varying levels of measurement specificity. Exploratory factor analyses showed that self-efficacy items were reliably differentiated into separate factors of a priori specificity. These self-efficacy factors were positively correlated among themselves and, with an exception of problem-specific self-efficacy, also with the task-value factor. A correlation coefficient between any two self-efficacy factors tended to decrease, as these factors were associated with increasingly different measurement levels. Path analysis showed that students' midterm scores and enrollment intentions at T1 were better predicted by the task-value factor. However, the typically stronger links of self-efficacy to performance and of task value to intentions were observed with T2 variables.