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Zhao M, Ozturk E, Law F, Joy A, Deutsch AR, Marlow CS, Mathews CJ, McGuire L, Hoffman AJ, Balkwill F, Burns KP, Butler L, Drews M, Fields G, Smith H, Winterbottom M, Mulvey KL, Hartstone-Rose A, Rutland A. Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning. J Youth Adolesc 2024; 53:472-484. [PMID: 37819476 PMCID: PMC10764556 DOI: 10.1007/s10964-023-01868-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 09/10/2023] [Indexed: 10/13/2023]
Abstract
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) from six STEM youth programs, each at a different informal science learning site within the U.K. and the U.S. Longitudinal structural equation modelling demonstrated that science efficacy consistently predicted STEM identity and scientist career interest, and similarly, STEM identity consistently predicted science efficacy over a two-year period. Scientist career interest at 12 months predicted science efficacy at 24 months. The coefficients of efficacy predicting STEM identity and scientist career interest were significantly larger compared to STEM identity and scientist career interest in predicting science efficacy from 12 months to 24 months. Further mediation analysis supported a significant pathway from STEM identity at 3 months to scientist career interest at 24 months via 12-month science efficacy. The findings highlight that science efficacy and STEM identity for girls relate to their scientist career interest and these longitudinal associations are reciprocal. This study suggests that science efficacy and STEM identity mutually influence each other, and enhancing science efficacy and STEM identity is key to promoting adolescents' interest in being a scientist.
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Affiliation(s)
| | - Emine Ozturk
- North Carolina State University, Raleigh, NC, USA
| | | | | | | | | | | | | | | | | | - Karen P Burns
- Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA
| | | | | | - Grace Fields
- School District Five of Lexington and Richland Counties, Irmo, SC, USA
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Wu L. Students' Foreign Language Learning Adaptability and Mental Health Supported by Artificial Intelligence. J Autism Dev Disord 2023:10.1007/s10803-023-06097-1. [PMID: 37973680 DOI: 10.1007/s10803-023-06097-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/01/2023] [Indexed: 11/19/2023]
Abstract
The rapid development of social reform and the economy has brought great challenges to the mental health of college students. However, there are few studies on the impact of these psychological problems on college students' English learning. As a special group about to enter society, studying the mental health of college students in foreign language learning is of great significance. This paper discusses the principle of Artificial Intelligence (AI) technology and the interactive mechanism to support college students' foreign language learning. Additionally, the adaptability supporting college students' foreign language learning is analyzed according to the current situation of AI supporting foreign language learning. Then, the mental health of college students in the AI environment is investigated and analyzed. This paper takes foreign and non-foreign language majors of Changchun University of Technology as the object and uses questionnaires, interviews, and classroom observation to obtain basic data. The results show that college students' adaptability to foreign language learning is higher than that of non-foreign. Students' intelligent operation and knowledge storage level impact their adaptability to foreign language learning. Psychological health problems include learning anxiety, loneliness, depression, and inferiority in college students' foreign language learning. These negative emotions, to a certain extent, affect the learning effect of college students' foreign language learning. This paper is of great significance to the adaptability of college students' foreign language learning to the intelligent environment and the analysis of their mental health problems. This paper hopes to provide data reference for the research on improving college students' foreign language learning effects.
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Affiliation(s)
- Lin Wu
- Foreign Language School, Changchun University of Technology, Changchun, Jilin, 130000, China.
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3
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Zhao H, Zhang M, Li Y, Wang Z. The Effect of Growth Mindset on Adolescents' Meaning in Life: The Roles of Self-Efficacy and Gratitude. Psychol Res Behav Manag 2023; 16:4647-4664. [PMID: 38024657 PMCID: PMC10655738 DOI: 10.2147/prbm.s428397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 10/18/2023] [Indexed: 12/01/2023] Open
Abstract
Background Prior research has demonstrated that individuals' growth mindset can predict their happiness and psychological health. As a vital gauge of psychological health, meaning in life may be connected to a growth mindset. Methods This study employs a positive psychological perspective and uses Chinese adolescents as the study population. We manipulated the level of growth mindset (high growth mindset vs low growth mindset) in two experiments to examine the effects of growth mindset on adolescents' meaning in life. Additionally, we examined the roles of self-efficacy as a mediator (Study 1) and gratitude as a moderator (Study 2). Results Study 1 revealed positive correlations among growth mindset, self-efficacy, and meaning in life. Teenagers with a high growth mindset perceived and experienced life meaning more strongly than those with a low growth mindset. Growth mindset significantly predicted meaning in life, and self-efficacy fully mediated the connection between growth mindset and meaning in life. In Study 2, the connection between growth mindset and meaning in life was moderated by gratitude: in the high-gratitude condition, teens' growth mindsets had a direct significant influence on meaning in life. In contrast, in the low-gratitude situation, growth mindset did not significantly affect meaning in life. Moreover, the fully mediating role of self-efficacy was verified. Conclusion The results reveal the mechanism of action by which adolescents' growth mindset affects their meaning in life, broadening the research related to adolescents' growth mindset and providing important theoretical inspiration and practical guidance for teachers, parents and counselling workers to help adolescents obtain higher meaning in life.
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Affiliation(s)
- Hui Zhao
- Faculty of Education, Henan Normal University, Xinxiang, People’s Republic of China
| | - Ming Zhang
- Faculty of Education, Henan Normal University, Xinxiang, People’s Republic of China
| | - Yifei Li
- Faculty of Education, Henan Normal University, Xinxiang, People’s Republic of China
| | - Zhenzhen Wang
- Faculty of Education, Henan Normal University, Xinxiang, People’s Republic of China
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4
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Joy A, Mathews CJ, Zhao M, Law F, McGuire L, Hoffman AJ, Balkwill F, Burns KP, Butler L, Drews M, Fields G, Smith H, Ozturk E, Winterbottom M, Rutland A, Hartstone-Rose A, Mulvey KL. Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs. J Youth Adolesc 2023; 52:1088-1099. [PMID: 36746824 DOI: 10.1007/s10964-023-01734-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 01/13/2023] [Indexed: 02/08/2023]
Abstract
Little is known about the factors that influence engagement for adolescents participating in informal youth science programs. This study examined longitudinal reciprocal associations between adolescents' science engagement, interest, and growth mindset. Participants were adolescents (Mage = 15.06, SD = 1.82 years, 66.8% female) from the UK (n = 168) and the US (n = 299). A cross lagged path analysis indicated that participants' science growth mindset at baseline was positively related to interest, and engagement at year 1, and science interest at year 1 was positively related to growth mindset at year 2. Additionally, girls had lower science growth mindsets than boys. This evidence suggests that informal programs may encourage positive STEM trajectories by fostering engagement, growth mindset and interest.
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Affiliation(s)
- Angelina Joy
- North Carolina State University, Raleigh, NC, USA.
| | | | | | | | | | | | | | - Karen P Burns
- Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA
| | | | | | | | | | - Emine Ozturk
- North Carolina State University, Raleigh, NC, USA
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Barroso C, Ganley CM, Schoen RC, Schatschneider C. Between a Growth and a Fixed Mindset: Examining Nuances in 3rd-Grade Students’ Mathematics Intelligence Mindsets. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2023. [DOI: 10.1016/j.cedpsych.2023.102179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/07/2023]
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6
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Dong L, Jia X, Fei Y. How growth mindset influences mathematics achievements: A study of Chinese middle school students. Front Psychol 2023; 14:1148754. [PMID: 37057163 PMCID: PMC10086334 DOI: 10.3389/fpsyg.2023.1148754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 02/27/2023] [Indexed: 03/30/2023] Open
Abstract
Introduction It has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements. Methods This study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset. A total number of 266 middle school students in China participated in this study. Students' mindset and related variables (i.e.,motivations to learn mathematics, attributions of failure in mathematics, mathematics anxiety, mathematics self-efficacy) were measured at year 7, the first year of junior middle school in China. These students' mathematics learning outcomes were tracked from year 7 to year 9, the end of junior middle school. Structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements. Results The results show that: (1) growth mindset doesn't directly predict mathematics achievements; (2) growth mindset indirectly influences mathematics achievements through intrinsic motivation; (3) failure attributions and mathematics self-efficacy sequentially mediate the association between growth mindset mathematics achievements; (4) failure attributions and mathematics anxiety sequentially mediate the relationship between growth mindset mathematics achievements. Discussion The results of this study contribute a better understanding about how growth mindsets make impacts on middle school students' mathematics achievements. These findings have important implications for mathematics education in that we could not simply cultivate students' growth mindset in schools with expectations of higher mathematics learning outcomes. Instead, along with the growth mindset intervention, it is fundamental to make interventions on students' intrinsic motivation, failure attribution, mathematics self-efficacy, and mathematics anxiety in mathematics teaching and learning.
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Affiliation(s)
- Lianchun Dong
- College of Science, Minzu University of China, Beijing, China
| | - Xiaoying Jia
- Shenzhen Zhenneng School, Shenzhen, Guangdong, China
| | - Yaxin Fei
- College of Science, Minzu University of China, Beijing, China
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7
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Im S, Park H. A Mathematical Mindset Scale using the positive norms. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023]
Affiliation(s)
- Seongah Im
- Department of Educational Psychology University of Hawai'i at Manoa Honolulu Hawaii USA
| | - Hye‐Jin Park
- Center on Disability Studies University of Hawai'i at Manoa Honolulu Hawaii USA
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8
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Kolil VK, Parvathy SU, Achuthan K. Confirmatory and validation studies on experimental self-efficacy scale with applications to multiple scientific disciplines. Front Psychol 2023; 14:1154310. [PMID: 37143591 PMCID: PMC10151821 DOI: 10.3389/fpsyg.2023.1154310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Accepted: 03/31/2023] [Indexed: 05/06/2023] Open
Abstract
Laboratory education is essential for enhancing both the understanding of concepts and skills of students. A significant barrier to excelling in laboratory practices relates to a lack of self-efficacy. Being complementary to mainstream theoretical learning, the contribution of laboratory education to impart knowledge and hands-on proficiency is often under-represented. The aim of this research was to validate a novel experimental self-efficacy (ESE) scale and explore its relationship with laboratory outcomes, using gender and year of study as mediating variables. ESE refers to students' faith in their potential to carry out experiments and achieve desired outcomes in laboratory settings. When students possess strong ESE, they display more confidence in their abilities, accept tasks of greater difficulty levels, and have more tenacity to overcome obstacles. Data from 1,123 students were analyzed, focusing on the link between ESE constructs and laboratory experiments. Results indicated that ESE had a significant impact on laboratory performance in students of both genders and was related to factors such as laboratory hazards, conceptual understanding, the sufficiency of laboratory resources, and procedural complexities. The study affirms the validity and applicability of the ESE-scale to not only multiple disciplines such as chemistry, physics, and biology but also its relationship with students' academic outcomes in laboratories.
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Xu X, Zhang Q, Sun J, Wei Y. A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education. Front Psychol 2022; 13:1039761. [PMID: 36524163 PMCID: PMC9745126 DOI: 10.3389/fpsyg.2022.1039761] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Accepted: 11/07/2022] [Indexed: 11/09/2023] Open
Abstract
Embracing a growth mindset is essential to students' academic improvement. This manuscript aims to better understand the existing literature on the role and effects of the growth mindset in mathematics teaching and learning. It provides an updated perspective on the research regarding the growth mindset in mathematics education. The dataset comprises 85 journal articles published from 2012 to 2022 retrieved from the Web of Science (WOS) and Scopus databases. The current study applies a methodology based on bibliometric analysis techniques. The analysis reveals and corroborates several patterns from the research trends, journals, countries, and authors that have significant impacts on the research field. The findings show that USA, UK, and Norway are the most productive countries in publishing research on the topic. Moreover, the results of the thematic analysis indicate that the topics discussed among most of the articles in the dataset include engagement, implementation, persistence, children, fluid intelligence, and skills. The longitudinal trends in research themes based on study keywords illustrate an evolution in the research from the concept of mindsets to implicit theories on the growth mindset alongside academic achievement. Lastly, this study also provides an overview of the conceptual structure underlying studies on the growth mindset, which offers valuable insights into potential research topics for academics and practitioners seeking to explore the growth mindset in the future.
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Affiliation(s)
- Xiaoyu Xu
- Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Qiaoping Zhang
- Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Jin Sun
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Yicheng Wei
- Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
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Exploring the Influence of Problematic Mobile Phone Use on Mathematics Anxiety and Mathematics Self-Efficacy: An Empirical Study during the COVID-19 Pandemic. SUSTAINABILITY 2022. [DOI: 10.3390/su14159032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
Abstract
Problematic mobile phone use is a pervasive issue globally and has aroused wide public concerns. Prior studies have indicated that problematic mobile phone use has a series of negative effects on individuals’ physical and mental health. However, the effects on student learning have seldom been investigated. During the COVID-19 pandemic, home quarantine and social distancing have led to individuals’ greater problematic mobile phone use, and it is essential to have a better understanding of individuals’ problematic mobile phone use and its negative effects during this unprecedented period. Given this, the present study investigates the effects of university students’ problematic mobile phone use on mathematics self-efficacy and mathematics anxiety, which play critical roles in mathematics learning. This study collected data from 420 students in March 2022, when a large-scale COVID-19 lockdown took place in Shanghai, China. Structural equation modeling was used to analyze the data. Our findings show that university students’ problematic mobile phone use can significantly impact mathematics anxiety and indirectly—yet considerably—influence mathematics self-efficacy. This study calls for increased public concern regarding students’ problematic mobile phone use during the COVID-19 pandemic.
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11
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Simões I, Silva JTD. Ansiedade matemática: Uma visão global acerca da sua origem, impacto e possíveis intervenções. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2022. [DOI: 10.17979/reipe.2022.9.1.8691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Com o crescente interesse e avanços nas áreas das STEM, a matemática afigura-se como essencial para o percurso escolar e profissional das crianças e jovens. Providenciar uma visão global acerca do que é a ansiedade matemática, quais são as suas causas, as suas consequências, e como intervir nesta problemática, é o objetivo deste artigo com carácter de revisão bibliográfica. Pesquisaram-se trabalhos científicos nas bases de dados: B-on, Proquest Psychology Journals, PsyARTICLES. Destacámos investigações e informação recentes com particular interesse para a prática de psicologia e de ensino nos contextos escolares. A ansiedade matemática tem um impacto negativo no bem-estar e desempenho dos sujeitos, podendo influenciar as escolhas educativas e profissionais destes. O contexto social desempenha um papel crucial no desenvolvimento desta problemática. Em relação às diferenças de género, os resultados são díspares, pelo qual tentamos compreender as razões para tais evidências. Por fim, no campo da intervenção, ainda são poucas as evidências científicas, no entanto é possível extrair algumas conclusões e estratégias a partir destas.
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12
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Scheibe DA, Fitzsimmons CJ, Mielicki MK, Taber JM, Sidney PG, Coifman K, Thompson CA. Confidence in COVID problem solving: What factors predict adults' item-level metacognitive judgments on health-related math problems before and after an educational intervention? METACOGNITION AND LEARNING 2022; 17:989-1023. [PMID: 35645635 PMCID: PMC9127482 DOI: 10.1007/s11409-022-09300-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 04/12/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED The advent of COVID-19 highlighted widespread misconceptions regarding people's accuracy in interpreting quantitative health information. How do people judge whether they accurately answered health-related math problems? Which individual differences predict these item-by-item metacognitive monitoring judgments? How does a brief intervention targeting math skills-which increased problem-solving accuracy-affect people's monitoring judgments? We investigated these pre-registered questions in a secondary analysis of data from a large Qualtrics panel of adults (N = 1,297). Pretest performance accuracy, math self-efficacy, gender, and math anxiety were associated with pretest item-level monitoring judgments. Participants randomly assigned to the intervention condition, relative to the control condition, made higher monitoring judgments post intervention. That is, these participants believed they were more accurate when answering problems. Regardless of experimental condition, those who actually were correct on health-related math problems made higher monitoring judgments than those who answered incorrectly. Finally, consistent with prior research, math anxiety explained additional variance in monitoring judgments beyond trait anxiety. Together, findings indicated the importance of considering both objective (e.g., problem accuracy) and subjective factors (e.g., math self-efficacy, math anxiety) to better understand adults' metacognitive monitoring. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11409-022-09300-3.
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Affiliation(s)
| | | | | | | | - Pooja G. Sidney
- University of Kentucky (Psychological Sciences), Lexington, KY USA
| | - Karin Coifman
- Kent State University (Clinical Psychology), Kent, OH USA
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Guo S, Liao S. The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance. Front Psychol 2022; 13:829032. [PMID: 35250770 PMCID: PMC8891963 DOI: 10.3389/fpsyg.2022.829032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2021] [Accepted: 01/07/2022] [Indexed: 11/25/2022] Open
Abstract
This study examined the effects of opportunity to learn (OTL) or the content coverage in mathematics on student mathematics anxiety, problem-solving performance, and mathematics performance. The pathways examining the influences of OTL on student problem-solving performance and mathematics performance via mathematics anxiety were also tested. A sample of 1,676 students from Shanghai-China, and a sample of 1,511 students from the United States who participated in the Programme for International Student Assessment (PISA) 2012 were used for the analyses. The results from multilevel models and path models supported our hypotheses that OTL not only showed significant direct effects on student mathematics anxiety, problem-solving performance, and mathematics performance, but also presented indirect effects on student problem-solving performance and mathematics performance via mathematics anxiety in both Shanghai-China and United States, controlling for student gender, grade, and socioeconomic status. The practical implications of the current results were also discussed.
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Affiliation(s)
- Siwen Guo
- Department of Psychology, Renmin University of China, Beijing, China
| | - Shanhui Liao
- Department of Psychology, Renmin University of China, Beijing, China
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14
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Levine SC, Pantoja N. Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2021.100997] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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15
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Orbach L, Fritz A. A latent profile analysis of math anxiety and core beliefs toward mathematics among children. Ann N Y Acad Sci 2021; 1509:130-144. [PMID: 34791691 DOI: 10.1111/nyas.14720] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 10/02/2021] [Accepted: 10/15/2021] [Indexed: 11/28/2022]
Abstract
Recent findings on the negative impacts of math anxiety (MA) have raised questions for educational and clinical research regarding effective intervention programs. One basic approach for developing intervention programs in the field of cognitive behavioral therapy is to gain an in-depth understanding of the cognitive beliefs of children with a specific mental problem. By applying latent profile analysis (LPA), the present study aimed at identifying different patterns of MA and providing further insights into its cognitive phenomenology. For this purpose, trait-MA, state-MA, attitudes toward math, academic self-concepts, fixed/growth mindsets, executive functions, and math performance of 475 fourth and fifth graders (48.2% girls) were assessed. LPA indicated seven distinct profiles characterized by different dimensions and patterns of state-MA, trait-MA, and core beliefs toward math. Furthermore, the profiles showed clearly different math performances. The weakest performances were found for a profile with highest state-MA, high trait-MA, and negative cognitive beliefs toward math and a profile with average state-MA, high trait-MA, and negative cognitive beliefs toward math, whereas the highest achieving profile had no state-MA, high trait-MA, and very positive cognitive beliefs toward math. The findings underline the complexity of MA and emphasize the necessity to develop interventions with careful consideration of the heterogeneous patterns.
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Affiliation(s)
- Lars Orbach
- Department of Psychology, Federal University Minas Gerais, Belo Horizonte, Brazil
| | - Annemarie Fritz
- Department of Psychology, University of Duisburg-Essen, Duisburg, Germany
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Zhang JW, Kessler E, Braasch JL. Self-compassion mindsets can predict statistics course performance via intelligence mindsets and statistics anxiety. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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17
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Levy HE, Fares L, Rubinsten O. Math anxiety affects females' vocational interests. J Exp Child Psychol 2021; 210:105214. [PMID: 34198037 DOI: 10.1016/j.jecp.2021.105214] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 04/11/2021] [Accepted: 05/28/2021] [Indexed: 01/19/2023]
Abstract
Vocational interest in science, technology, engineering, and math (STEM) fields in middle school can predict life outcomes, including enrollment in STEM courses and pursuing STEM careers. Numerical performance, as well as emotional factors such as math anxiety (MA), may influence vocational interests. The constructs of both vocational interests and MA are sensitive to gender differences. Accordingly, this study explored whether the relations among MA, numerical performance, and math vocational interests among middle-school students vary by gender. A sample of 127 ninth-grade students (68 females) performed a computation task and completed MA and trait anxiety (TA) questionnaires. A math vocational interest questionnaire was composed and assessed with an additional sample of 89 ninth-grade students. For females, MA, but not TA or numerical performance, predicted math vocational interest. Those with low MA levels tended to be interested in careers with higher math proficiency such as STEM careers. For males, high numerical performance and low TA, but not MA, related to interest in careers with high math proficiency. Bayes factors indicated that the data strongly supported the theory. The findings support the assumption that high MA levels affect the career plans of female students, whereas low numerical performance can account for both MA levels and future career plans of male students. It is essential to investigate how career aspirations are shaped in young students to promote the choice of STEM careers, especially among underrepresented populations such as females.
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Affiliation(s)
- Hili Eidlin Levy
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel
| | - Laurain Fares
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel
| | - Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel.
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18
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Li Q, Cho H, Cosso J, Maeda Y. Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-020-09589-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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19
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Better together: Effects of four self-efficacy-building strategies on online statistical learning. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020; 63:101924. [PMID: 33041461 PMCID: PMC7532805 DOI: 10.1016/j.cedpsych.2020.101924] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Students studied an online statistics lesson with 0, 1, or 4 self-efficacy features. The 4-feature treatment improved transfer and self-efficacy better than others. The 4-feature treatment reduced task anxiety better than others. Combining 4 features is more effective than implementing them separately. Combining 4 features is more effective than including no features.
The goal of this study is to test the individual and combined effects of supplementing an online statistics lesson with four motivational strategies corresponding to Bandura’s (1997) four sources of self-efficacy (anxiety coping, modeling, mental practice, and effort feedback) on cognitive, motivational, and affective outcomes. Internet participants (N = 279) completed an online statistics module in one of six conditions with one or all four self-efficacy-building strategies (5 treatment conditions) or none of these strategies (control condition). The results indicated that the four strategies worked effectively in combination, significantly improving transfer test scores (d = 0.608), increasing self-efficacy ratings (d = 0.696), and reducing task anxiety ratings (d = −0.534), as compared with the control condition. By contrast, no motivational strategy alone was effective. The results suggest the importance of taking advantage of the power of all four sources of self-efficacy information in combination when designing motivational interventions for online mathematical lessons.
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Pennington CR, Kaye LK, Qureshi AW, Heim D. Do gender differences in academic attainment correspond with scholastic attitudes? An exploratory study in a UK secondary school. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2020. [DOI: 10.1111/jasp.12711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
| | - Linda K. Kaye
- Department of Psychology Edge Hill University Ormskirk UK
| | | | - Derek Heim
- Department of Psychology Edge Hill University Ormskirk UK
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