Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy

This study tested the veracity of a model of Mathematics Anxiety as the end-point of related self-regulatory and self-efficacy processes. Data were collected in India from 232, eighth grade students on the Motivated Strategies for Learning Questionnaire and the Mathematics Anxiety Scale. Demographic information such as student’s gender, age, marks scored in last mathematics exam and occupation of both parents was also collected. The measures in the study were tested to ascertain their psychometric properties, including any effect that gender had on these properties. A Structural Equation Model of Mathematics Anxiety was then constructed and evaluated based in the measures tested in the related measurement models.     

The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency

A regression design was used to test the unique and interactive effects of self-efficacy beliefs and metacognitive prompting on solving mental multiplication problems while controlling for mathematical background knowledge and problem complexity. Problem-solving accuracy, response time, and efficiency (i.e. the ratio of problems solved correctly to time) were measured. Students completed a mathematical background inventory and then assessed their self-efficacy for mental multiplication accuracy. Before solving a series of multiplication problems, participants were randomly assigned to either a prompting or control group. We tested the motivational efficiency hypothesis, which predicted that motivational beliefs, such as self-efficacy and attributions to metacognitive strategy use are related to more efficient problem solving. Findings suggested that self-efficacy and metacognitive prompting increased problem-solving performance and efficiency separately through activation of reflection and strategy knowledge. Educational implications and future research are suggested.     

A model of metacognition,achievement goal orientation,learning style and self-efficacy

Structural equation modelling was used to test a model integrating achievement goal orientation, learning style, self-efficacy and metacognition into a single framework that explained and predicted variation in performance. Self-efficacy was the strongest predictor of performance. Metacognition was a weak predictor of performance. Deep processing had a weak, negative relationship with performance. Mastery-approach goals were related to deep-processing and surface-processing learning styles. Mastery-approach and performance-approach goals were positive predictors of self-efficacy. Mastery-avoidance and performance-avoidance goals were related to self-efficacy.     

Exploring the validity of a teachers’ self-efficacy scale in five countries

The purpose of this article was twofold. The first purpose was to test the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) in five settings—Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings.     

Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs

The motivational pattern of adolescents with biased and accurate self-efficacy beliefs in language and/or in math was examined in the current study. A sample of 6119 adolescents completed self-report questionnaires measuring self-efficacy beliefs for language and math, their interest in each subject, persistence, achievement goal orientations, and social goals. Data analyses indicated that (a) underestimation of one's performance, even in regard to a single school subject, was associated to costs and no benefits, (b) accurate or realistic self-appraisals were associated to benefits and no costs, and (c) overestimation of one's performance was more likely to be associated with more costs but not necessarily fewer benefits than realistic self-beliefs. Gender differences were also found.     

Co-creating rubrics: The effects on self-regulated learning,self-efficacy and performance of establishing assessment criteria with students

The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning self-regulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.     

The effects of laboratory-based and field-based practicum experience on pre-service teachers' self-efficacy

A well defined line of research has been conducted on the role of self-efficacy (Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.) in teaching and learning environments. The purpose of this study was to examine the effect of Laboratory-Based (LB) and Field-Based (FB) practicum experience on pre-service teachers' efficacy levels within one Physical Education Teacher Education program. The participants were 59 undergraduate students who were placed into two groups, LB design (n = 31) and FB design (n = 28). A quasi-experimental design with two levels of treatment and no control group was implemented. Both groups were administered a version of the Teacher Efficacy Scale (TES) adapted for physical education teachers at four stages of their preservice program: (1) at or near entry; (2) at the start of their methods course sequence; (3) at the end of the methods course sequence, just prior to student teaching; and (4) at program completion. Results from a Repeated Measures ANOVA indicated significant differences between groups on one facet of teacher efficacy at Stages 2 and 3. Those differences are attributed to the differing levels of authentic teaching practice between groups, and the challenges posed to each group of preservice teachers prior to student teaching. By the end of student teaching, both groups' efficacy levels were essentially equal, perhaps due to the similarly high level of authenticity across all subjects in that key experience. This study also highlights the importance of on-going, appropriate and authentic challenges in eventually establishing strong and stable efficacy levels among preservice teachers     

Testing interest and self-efficacy as predictors of academic self-regulation and achievement

We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables.     

The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

Adopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students’ learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model showed that while task value predicted only mastery goals, self-efficacy predicted each of the three types of achievement goal. Mastery and performance-approach goals were both positive predictors of deep learning and peer relationship. Mastery goals were also negatively associated with task disengagement and positively associated with surface learning. In contrast, performance-avoidance goals were a positive predictor of surface learning and task disengagement but a negative predictor of peer relationship. On the whole, these findings suggest that, like mastery goals, performance-approach goals can generate adaptive outcomes.     

Face-to-face versus computer-mediated discussion of teaching cases: Impacts on preservice teachers’ engagement, critical analyses, and self-efficacy

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.     

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students

This study examined the relationships among Taiwanese high school students’ scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students’ absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students’ self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science.     

Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning

This study was conducted to explore the relationships between teachers’ motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers’ Internet self-efficacy and behavioral beliefs about web-based learning were significant predictors for their motivation toward web-based professional development. The teachers with higher Internet self-efficacy and stronger beliefs about the positive consequences of web-based learning tended to express higher motivation toward web-based professional development.     

Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation,self-efficacy,cognitive processing,and achievement

Purpose of the present study was to test a conceptual model of relations among achievement goal orientation, self-efficacy, cognitive processing, and achievement of students working within a particular collaborative task context. The task involved a collaborative computer-based modeling task. In order to test the model, group measures of mastery-approach goal orientation, performance-avoidance goal orientation, self-efficacy, and achievement were employed. Students’ cognitive processing was assessed using an online log-file measure. As predicted, mastery-approach goal orientation had a significant positive effect on achievement, which was mediated through students’ use of deep processes. No significant relationships could be found between performance-avoidance goal orientation and surface processing and between surface processing and achievement. Results are discussed with respect to general theoretical implications and lead to suggestions for the design of appropriate scaffolds.     

When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching

This study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers. Structural equation modelling (SEM) analysis revealed the mediating role of both positive affect and self-efficacy beliefs in the relationship between teaching strategies/praxes and job satisfaction.     

香港学生在PISA2003中的解难能力表现及启示

近几年,世界各地的教育改革都强调培养学生的高思维能力,解难能力、创新能力等都是这类高思维能力的主要组成部分。PISA2003测试打破了以往一般人的“印象”,一直被视为过分看重学科、靠知识死记硬背的东亚学生,其解决跨学科以生活为本问题的能力比不少以“学生为本”的西方地区学生的高。这项测试的结果说明解决问题也好,创新也好,都要有知识作为基础。没有知识的思考,只是空想,不会带来有意义的解决方案,学生也不可能形成高效的解难能力。所以,在设计规划课程时,我们必须深入地思考什么样的课程和教学较能推动学生形成解难能力。     

Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course

Although studies on self-efficacy and attribution have independently contributed to the motivation literature, these two constructs have rarely been considered together in the domain of foreign language learning. Here, 500 undergraduates in Spanish, German, and French courses were asked to report whether test scores represented a successful or unsuccessful outcome and to provide attribution and self-efficacy ratings upon receiving their grades. Representing an innovation over previous studies, attributions were measured in two ways, using dimensions of attributions and asking about actual reasons for a real outcome. In regressions predicting achievement, self-efficacy was the strongest predictor, supplemented by ability attributions. Students who attributed failure to lack of effort had higher self-efficacy than students not making effort attributions.     

Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety

Abstract

This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.     

师范大学生一般自我效能感与焦虑状态的研究

采用一般自我效能感量表和状态-特质焦虑问卷对203名师范大学生进行了问卷调查,探查了师范大学生的一般自我效能感与状态焦虑、特质焦虑间的关系及其在性别、专业、年级、生源地方面的差异。结果表明:师范大学生的一般自我效能感和状态焦虑、特质焦虑均存在显著负相关;其一般自我效能感在性别、专业上构成显著差异;其状态焦虑在性别、生源地上构成显著差异;其特质焦虑在性别上构成显著差异。     

PISA2018阅读素养测评:内在架构、导向特征及对我国的启示

基于现代阅读认知理论,国际学生评估项目(PISA)以读者、 文本和任务为核心要素构建阅读素养框架,PISA2018的最新修订更是充分彰显了其促进学生未来发展的主旨,顺应数字信息化时代的努力以及强调在真实场景下对学生运用阅读认知策略解决实际问题能力的考查等导向特征.以其为鉴,我国阅读教学需拓展国际视野,实现从关注"阅读技...     

The relation of beginning readers' reported word identification strategies to reading achievement,reading-related skills,and academic self-perceptions

Beginning readers' reported word identificationstrategies for identifying unfamiliar words intext were examined in relation to readingachievement, reading-related skills, andacademic self-perceptions. Children who wereparticipating in a three-year longitudinalstudy of reading acquisition in a wholelanguage instructional context were placed intwo groups according to their reported wordidentification strategies obtained towards theend of their first year of schooling. Resultsindicated that children who reported usingword-based strategies showed superior readingand reading-related performance, and reportedmore positive self-efficacy beliefs in readingand more positive academic self-concepts thanchildren who reported using text-basedstrategies. The results are discussed in termsof predictions stemming from the differenttheoretical assumptions about readingacquisition that underlie the code-emphasis andwhole language approaches to beginning readinginstruction.