The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency |
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Authors: | Bobby Hoffman Alexandru Spatariu |
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Institution: | aEducational Psychology, Department of Educational Studies, College of Education, University of Central Florida, USA;bEducation Department, Georgetown College, USA |
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Abstract: | 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. |
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Keywords: | Self-efficacy Self-regulation Metacognitive prompting Math problem-solving Strategy |
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