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Cuder A, Pellizzoni S, Di Marco M, Blason C, Doz E, Giofrè D, Passolunghi MC. The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38977942 DOI: 10.1111/bjep.12707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 06/28/2024] [Indexed: 07/10/2024]
Abstract
INTRODUCTION In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school. METHODS We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions. RESULTS Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice. CONCLUSION Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.
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Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | | | - Miriana Di Marco
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Claudia Blason
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Genoa, Italy
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Guo Y, Zhao Q, Cao Z, Huang S. The influence of tourism and hospitality students' perceived effectiveness of outcome-based education on their VUCA skills. Sci Rep 2023; 13:8079. [PMID: 37202468 DOI: 10.1038/s41598-023-35186-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2023] [Accepted: 05/14/2023] [Indexed: 05/20/2023] Open
Abstract
The mismatch between supply and demand in the tourism and hospitality labor markets becomes increasingly serious in the past few years. The main reason for such a problem is that tourism and hospitality students are equipped with academic knowledge but lack VUCA skills. VUCA are the acronyms of volatility, uncertainty, complexity, and ambiguity. However, little research has explored the antecedent mechanism of tourism and hospitality students' VUCA skills. Hence, the purpose of the present study is to clarify the leading factors that would enhance tourism and hospitality students' perceived VUCA skills. This study collected data by distributing questionnaires to senior students majoring in tourism and hospitality management (THM) from five universities in China. The results show: First, students' perceived the effectiveness of outcome-based education (PEOBE) has a significant effect on their perceived VUCA skills and self-concept including cognitive self-concept (CSC) and affective self-concept (ASC). Second, THM students' CSC is positively related to their perceived VUCA skills. Finally, the relevance of ASC and students' perceived VUCA skills was not significant. The present study further justified that PEOBE is the prepositive variable of THM students' cognitive self-concept, supporting the linkage effect of "PEOBE → CSC → self-efficiency → perceived VUCA skills". From the practical implications, this study focuses on OBE as the entry point to explore the antecedent mechanism of THM students' perceived VUCA skills, supplying a basic formulation of educational reform policies for the administrative department of higher education around the world.
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Affiliation(s)
- Yanbing Guo
- School of Culture Tourism and Journalism Arts, Shanxi University of Finance and Economics, No. 140, Wucheng Road, Taiyuan, 030006, Shanxi Province, People's Republic of China.
| | - Qiaoyan Zhao
- School of Culture Tourism and Journalism Arts, Shanxi University of Finance and Economics, No. 140, Wucheng Road, Taiyuan, 030006, Shanxi Province, People's Republic of China
| | - Zhe Cao
- School of Culture Tourism and Journalism Arts, Shanxi University of Finance and Economics, No. 140, Wucheng Road, Taiyuan, 030006, Shanxi Province, People's Republic of China
| | - Shaosheng Huang
- Faculty of Business Administration, Shanxi University of Finance and Economics, Taiyuan, 030006, People's Republic of China
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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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Yu W, Zhou S, Zhou Y. Measuring mathematics self-efficacy: Multitrait-multimethod comparison. Front Psychol 2023; 14:1108536. [PMID: 36960008 PMCID: PMC10028075 DOI: 10.3389/fpsyg.2023.1108536] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2022] [Accepted: 02/13/2023] [Indexed: 03/09/2023] Open
Abstract
Previous studies had shown that there is a certain relationship between mathematics self-efficacy and math performance. For students, parents, and front-line scholars, it is urgent and important to study the measurement relationship between math achievement and self-efficacy. The research aimed to observe how to measure mathematics self-efficacy and find which of the three traits and which of the three methods better reflect individuals' self-efficacy. The present study used a multitrait-multimethod (MTMM) design to measure mathematics self-efficacy by constructing the confirmatory factor analysis (CFA) model. "Number and Algebra," "Graphics and Geometry," and "Synthesis and Practice" were considered three traits, and General-Math-Task-referenced self-efficacy, Unconventional-Math-Problem-referenced self-efficacy, and Motivated Strategies for Learning Questionnaire (MSLQ) self-efficacy were discussed as three methods to study. A questionnaire survey was used to obtain data. A total of 100 students completed all the questionnaires. Excel was used to collect math scores, and SPSS version 26.0 and AMOS version 26.0 were used to manage the data, confirm a hypothesis, and build a model by using MTMM design and CFA. CFA was used to verify convergent validity and discriminant validity. A total of eight models were constructed in the study that includes first-order CFA models and second-order CFA models, and model D was finally selected as the most perfect model in the second-order CFA model. The results showed that the "Synthesis and Practice" fields were the most significant reflection of self-efficacy among the three traits. MSLQ was the most significant reflection of self-efficacy among the three methods. It is beneficial to improve the level of self-efficacy from the aspect of mathematics subject. In addition, the research confirmed that CFA can support MTMM data for data modeling and found that the correlation between the Unconventional-Math-Problem-referenced self-efficacy and MSLQ is higher than that of General-Math-Task-referenced self-efficacy in the second-order model. It makes certain theoretical significance for improving students' mathematics self-efficacy levels.
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Affiliation(s)
- Wenhua Yu
- School of Mathematics and Statistics, Shandong Normal University, Jinan, China
| | - Shuodi Zhou
- School of Mathematics and Statistics, Shandong Normal University, Jinan, China
| | - Yu Zhou
- Department of Mathematics, London School of Economics and Political Science, London, United Kingdom
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Zhang L, Jiang Y, Chen S. Longitudinal Interrelations among Self-efficacy, Interest Value, and Effort Cost in Adolescent Students’ English Achievement and Future Choice Intentions. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2023. [DOI: 10.1016/j.cedpsych.2023.102176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Part R, Perera HN, Mefferd K, Miller CJ. Decomposing Trait and State Variability in General and Specific Subjective Task Value Beliefs. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Ge L. Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy. Front Psychol 2022; 13:941943. [PMID: 35898976 PMCID: PMC9311160 DOI: 10.3389/fpsyg.2022.941943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Accepted: 06/08/2022] [Indexed: 11/13/2022] Open
Abstract
Teachers’ work engagement is considered an essential component in instruction. Accordingly, the emphasis should be over physical and mental predictors of this construct. In this line, this study investigates the relationship between Chinese English as a Foreign Language (EFL) teachers’ individual self-efficacy, collective efficacy, and work engagement. To this end, 300 Chinese instructors (males = 96, females = 204) from different colleges and universities participated in this study. The questionnaires were distributed among teachers with different educational levels and experiences. Linear multiple regression was used as a measure for data analysis. The findings showed the significant correlations between teachers’ work engagement, self-efficacy, and collective efficacy. Comparing the predictability power, teachers’ self-efficacy (B = 0.57) proved to have a higher index compared to their index of collective efficacy competence (B = 0.22). This study concluded that self-efficacious teachers and teachers who believe in collective efficacy are more engaged in the EFL contexts. Moreover, the study has some pedagogical implications and suggestions for different teacher educators, administrators, and advisors.
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Mathematics Anxiety and Self-Efficacy of Mexican Engineering Students: Is There Gender Gap? EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12060391] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Studies have reported that there is a gender disparity wherein women do not study equally to men in bachelor’s degrees in science, technology, engineering, and math (STEM) areas, although they lead the race of having a better terminal efficiency rate in higher education. This research explores engineering students’ math anxiety and math self-efficacy levels, aiming to determine if there is a gender gap for this specific population. Data were collected from 498 students using adapted items from existing surveys. These items were translated to Spanish, and validity tests were used to establish content validity and reliability. A multivariate analysis of variance (MANOVA) was used to determine possible differences between male and female math anxiety and math self-efficacy levels. Male engineering students reported higher self-efficacy and lower math anxiety levels, and this difference was shown to be significant according to the MANOVA results. Findings of this research could help engineering educators to better understand how their students feel when they are practicing and performing math-related activities and what type of strategies could be designed when aiming to ameliorate female students’ math anxiety feelings.
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Schweder S, Raufelder D. Students’ Interest and Self-Efficacy and the Impact of Changing Learning Environments. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102082] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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10
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Wu CC. Developing and Validating the Teacher Rating Scale of Learning Interest for Kindergarteners. Front Psychol 2022; 13:890328. [PMID: 35664158 PMCID: PMC9161149 DOI: 10.3389/fpsyg.2022.890328] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2022] [Accepted: 04/11/2022] [Indexed: 11/13/2022] Open
Abstract
Studies have investigated learning interest based on either 2- or 4-factor theoretical framework. Empirical studies showed supportive evidence only toward the 2-factor learning interest model, but it was primarily demonstrated above the secondary level. It is unclear whether the dimensionality of the learning interest of kindergarteners is consistent with those studies conducted above the secondary level due to the absence of an instrument for measuring kindergarteners' learning interests. An effective and efficient learning interest scale was developed and validated for teachers' use to rate kindergarteners to provide useful information for improving teaching and learning in practice. A total of 132 5-year-old kindergarteners were rated by 5 teachers in the formal study. The results clearly showed: (1) the developed teacher rating scale of learning interest was valid for understanding kindergarteners' learning interests and was equally suitable for boys and girls. (2) The 2-factor learning interest model was the best theoretical viewpoint for understanding kindergarteners' learning interests across gender. The implications for learning interest research and practice are also discussed.
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Zhou D, Liu J, Wang T, Liu J, Li G. Relationships among problematic smartphone use, mathematics anxiety, learning interest, and achievement: A multiple mediation model. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2021.107171] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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12
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Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language. MATHEMATICS 2022. [DOI: 10.3390/math10050798] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Trained professionals in science, technology, engineering, and mathematics (STEM) are needed for a robust, science-based economy that incorporates various technologies’ design, construction, and commercialization to address societal problems. However, keeping students interested in STEM subjects and achieving optimal performance is a challenging task. Math self-efficacy has shown to be one of the most important factors affecting students’ interest in STEM majors and assessing this factor has been a great challenge for education researchers around the world due to the lack of calibrated and culturally adapted instruments. Observing this need, this seminal study conducted psychometric validation tests and cultural adaptations to the Mathematic Self-Efficacy Survey (MSES) aiming to measure this instrument in Spanish-speaking students in different STEM areas in Mexico. Data collected from 877 students were tested for validity using sequential exploratory factor analyses, and contextual modifications were performed and analyzed aiming to achieve cultural equivalency. Suggestions for continuing the adaptation and validation process of the MSES to Spanish language and STEM students’ context are presented with the results of the exploratory factor analyses.
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Food Availability, Motivational-Related Factors, and Food Consumption: A Path Model Study with Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182412897. [PMID: 34948510 PMCID: PMC8700834 DOI: 10.3390/ijerph182412897] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Revised: 11/30/2021] [Accepted: 12/03/2021] [Indexed: 01/03/2023]
Abstract
The promotion of children’s healthy eating is a key public health priority. However, children’s food consumption is a complex phenomenon with several contributing factors, and there is a call to continue developing comprehensive models with several variables acting simultaneously. The present study aimed to examine the role different motivational-related variables (e.g., self-regulation, self-efficacy) may play in children’s consumption of healthy and unhealthy foods. To address this goal, data were collected in a sample of 242 fifth and sixth graders with access to both healthy and unhealthy foods at home. A path model was conducted to analyze networks of relationships between motivational-related variables and children’s healthy and unhealthy eating. The gender variable was included as a covariate to control its effect. The data showed that self-regulation for healthy eating mediates the relationship between the predictor variables (i.e., knowledge, attitude, and self-efficacy) and the type of food consumption (healthy and unhealthy). Current data contribute to understanding the complexity behind food consumption by providing a comprehensive model with motivational-related factors associated with both healthy and unhealthy eating. The present findings are likely to help inform the development of early preventive interventions focused on the promotion of healthy eating.
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Höft L, Bernholt S. Domain-specific and activity-related interests of secondary school students. Longitudinal trajectories and their relations to achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102089] [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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15
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Fryer LK, Bovee HN, Nakao K. Self-efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:e12473. [PMID: 34825702 DOI: 10.1111/bjep.12473] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Revised: 10/11/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Self-efficacy beliefs have well established theoretical and empirical linkages to persistence and achievement. Budding theoretical and recent empirical research has worked to connect self-efficacy to interest. Building on research in these areas, burgeoning research has begun to examine the relative role of intercept and slope of self-efficacy for these learning outcomes. AIMS This study builds on and extends previous research by testing the longitudinal implications of self-efficacy beliefs' latent growth for knowledge and interest gains. METHODS These aims were addressed by testing a fully forward, latent SEM, which included a latent growth curve (self-efficacy beliefs' for a course of study) framed by pre-post standardized tests and measures of individual interest in the domain. This research was undertaken in the motivationally challenging context of a compulsory foreign language university programme in western Japan. First- and second-year students from 10 faculties participated (n =1,184) across a single semester, resulting in seven separate data points. RESULT The SEM confirms the important longitudinal roles of self-efficacy beliefs' intercept within achievement, and both intercept and slope within future interest. Findings support and extend recent latent curve analysis with similar variables, lending further support to the critical role played by self-efficacy beliefs' within the development not only of knowledge but also of individual interest as a learning outcome.
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Affiliation(s)
- Luke K Fryer
- Faculty of Education (CETL), The University of Hong Kong, Hong Kong
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Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102060] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Koponen T, Aro T, Peura P, Leskinen M, Viholainen H, Aro M. Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students. Front Psychol 2021; 12:714379. [PMID: 34421766 PMCID: PMC8377810 DOI: 10.3389/fpsyg.2021.714379] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Accepted: 07/12/2021] [Indexed: 11/13/2022] Open
Abstract
This study examined the malleability of math self-efficacy (SE) among children with poor calculation fluency via an intervention that targeted four sources of SE (mastery experiences, vicarious experiences, social persuasions, and emotional and physiological states). The effect of pure strategy training was contrasted with an intervention that integrated strategy training and explicit SE support. Moreover, the changes in SE source experiences and their relation with math SE, as well as the relation between math-SE profiles and calculation fluency development, were examined. In a quasi-experimental design, 60 Finnish children with calculation fluency problems in Grades 2 to 4 participated in strategy training (N = 38) or in an intervention that integrated SE support with strategy training (N = 32) for 12 weeks. The results showed that the explicit SE intervention integrated with strategy training enhanced math SE among children with poor calculation fluency and low SE (effect size, r = 0.61). Changes in mastery experiences and social persuasions were positively associated with changes in math SE among children who received the explicit SE intervention. An initially high math-SE profile and a profile indicating an increase from low to high math SE were related to growth in calculation fluency that approached the children's average age level during the interventions. In conclusion, an integrated approach that combined skill training and SE intervention was especially beneficial for children with poor calculation fluency and low math SE.
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Affiliation(s)
- Tuire Koponen
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Tuija Aro
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Pilvi Peura
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Markku Leskinen
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Helena Viholainen
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Mikko Aro
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
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Wilkins JLM, Jones BD, Rakes L. Students' Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses. Front Psychol 2021; 12:576282. [PMID: 34177679 PMCID: PMC8222534 DOI: 10.3389/fpsyg.2021.576282] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Accepted: 04/26/2021] [Indexed: 11/13/2022] Open
Abstract
The primary purpose of this study was to examine whether students' motivation-related perceptions of mathematics courses were related to their ratings of instruction while controlling for their academic major, type of math class, and expected grade in the class. We investigated these relationships at both the student- and class-level because little is known about whether students' motivation-related perceptions vary across mathematics courses and whether this variance is related to overall class ratings of instruction. The sample included 795 students nested within 43 different mathematics course sections. Students provided their course perceptions of autonomy, utility value, expectancies for success, situational interest, instructor caring, expected grade, and their overall perceptions of the course and instructor. Multilevel modeling techniques were used to investigate potential student- and class-level effects as well as compositional effects. Students' class perceptions varied significantly across mathematics courses. In addition, students' motivation-related course perceptions were positively related to their instructor and course ratings at both the student-level and class-level; however, the strength of these relationships sometimes varied across courses for some of the motivation-related perceptions. These results suggest that the motivational climate (i.e., the psychological environment) can affect students' instructor and course ratings. Moreover, these findings suggest that instructors have some control over their instructor and course ratings through the teaching strategies that they implement. For example, they may be able to increase their ratings by implementing teaching strategies that support students' autonomy, goals, success, interests, and relationships.
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Affiliation(s)
| | - Brett D. Jones
- School of Education, Virginia Tech, Blacksburg, VA, United States
| | - Lee Rakes
- Assessment and Institutional Research, Virginia Military Institute, Lexington, VA, United States
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Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09616-7] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AbstractThe question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical relevance and important implications for the field of education. Here, we present our understanding of how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement and the kinds of evidence that support this reciprocity. While the reciprocal nature of the relationship between motivation and academic achievement has been established in the literature, further insights into several features of this relationship are still lacking. We therefore present a research agenda where we identify theoretical and methodological challenges that could inspire further understanding of the reciprocal relationship between motivation and achievement as well as inform future interventions. Specifically, the research agenda includes the recommendation that future research considers (1) multiple motivation constructs, (2) behavioral mediators, (3) a network approach, (4) alignment of intervals of measurement and the short vs. long time scales of motivation constructs, (5) designs that meet the criteria for making causal, reciprocal inferences, (6) appropriate statistical models, (7) alternatives to self-reports, (8) different ways of measuring achievement, and (9) generalizability of the reciprocal relations to various developmental, ethnic, and sociocultural groups.
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Schukajlow S, Blomberg J, Rellensmann J, Leopold C. Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101967] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Xiao F, Sun L. Students' Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors. Front Psychol 2021; 11:533593. [PMID: 33519570 PMCID: PMC7841336 DOI: 10.3389/fpsyg.2020.533593] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Accepted: 12/10/2020] [Indexed: 11/17/2022] Open
Abstract
Objective We aimed to explore profiles of subgroups of United States students based on their motivational and affective characteristics and investigate the differences in math-related behaviors, persistence, and math achievement across profiles. Method We used 1,464 United States students (male 743 51%, female 721 49%, age 15.82 ± 0.28) from PISA 2012 United States data in our study. First, we employed latent profile analysis and secondary clustering to identify subgroups of students based on motivational (math self-concept, interest in math, perceived control, and instrumental motivation) and affective factors (math anxiety). Next, we used regression to compare differences in math behavior, persistence, and achievement among all identified subgroups. Results We found five distinct groups of students with different patterns of motivation and affection. The subgroup of students with the lowest math anxiety and the highest motivation levels showed the highest math achievement and levels of persistence. The groups with high math interest, math self-concept, and instrumental motivation showed the most frequent math-related behaviors. Conclusions Our findings reveal the complexity of the students’ motivational and affective profiles. Our findings are significant for teachers and educators to understand the diversity of students and provide theoretical and practical support for individualized and differentiated instruction.
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Affiliation(s)
- Feiya Xiao
- Department of Psychology, Henan Normal University, Xinxiang, China
| | - Li Sun
- Department of Mathematics and Statistics, Texas Tech University, Lubbock, TX, United States
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Miller CJ, Perera HN, Maghsoudlou A. Students’ multidimensional profiles of math engagement: Predictors and outcomes from a self‐system motivational perspective. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:261-285. [DOI: 10.1111/bjep.12358] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Revised: 05/06/2020] [Indexed: 11/26/2022]
Affiliation(s)
- Chyna J. Miller
- Department of Educational Psychology and Higher Education College of Education University of Nevada, Las Vegas Nevada USA
| | - Harsha N. Perera
- Department of Educational Psychology and Higher Education College of Education University of Nevada, Las Vegas Nevada USA
| | - Alireza Maghsoudlou
- Department of Educational Psychology and Higher Education College of Education University of Nevada, Las Vegas Nevada USA
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Lee YK, Seo E. Longitudinal relations between South Korean adolescents' academic self-efficacy and values in mathematics and English. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:217-236. [PMID: 32484594 DOI: 10.1111/bjep.12357] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2019] [Revised: 05/07/2020] [Indexed: 11/26/2022]
Abstract
BACKGROUND Students' motivation generally declines over time. Some researchers have suggested that the parallel decline in academic self-efficacy and values may be as a result of the longitudinal reciprocal relations between these two motivational constructs. However, little empirical evidence has supported this speculation. Further, all prior evidence has been provided based on samples of students from Western countries (Europe, United States). AIMS The current study was designed to examine the reciprocal relation between academic self-efficacy and values with a sample from another culture, namely South Korea. SAMPLE We used nationally representative longitudinal data of 6,908 students in seventh grade (Mage = 12.83 years). METHODS We analysed the data tracking our sample from 7th grade to 11th grade. Latent cross-lagged models of academic self-efficacy and values in mathematics and English for 5 years were tested, while controlling for gender, achievement, and family income. RESULTS In both mathematics and English domains, there emerged significant unidirectional paths from prior values to later self-efficacy from Grades 8 to 11. For English, significant unidirectional paths from prior self-efficacy to later values additionally emerged from Grades 8 to 9. That is, significant reciprocity between self-efficacy and values was found for English from Grades 8 to 9. CONCLUSIONS Relatively consistent paths from prior values to later self-efficacy were identified among Korean adolescents, distinct from prior work focusing on students from Western countries. The results underscore the importance of considering different educational contexts and suggest the critical role of values in the development of Korean adolescents' academic self-efficacy.
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Affiliation(s)
| | - Eunjin Seo
- The University of Texas at Austin, Texas, USA
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Fryer LK, Thompson A, Nakao K, Howarth M, Gallacher A. Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101850] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Perera HN, John JE. Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101842] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Rodríguez S, Regueiro B, Piñeiro I, Estévez I, Valle A. Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education. Front Psychol 2020; 10:3050. [PMID: 32063870 PMCID: PMC7000542 DOI: 10.3389/fpsyg.2019.03050] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2019] [Accepted: 12/23/2019] [Indexed: 11/13/2022] Open
Abstract
In addition to attempting to verify gender differences, this study aims to examine the explanatory potential of boys’ and girls’ attitudes toward mathematics on their performance. The sample comprised 897 students in the 5th and 6th years of primary education (450 boys and 447 girls). The results confirm what previous research has suggested, that girls tended to exhibit less positive attitudes about mathematics than their male classmates, in particular lower motivation, worse perception of competence, and higher rates of anxiety, although in all cases the effect sizes were small. Even though there no significant gender differences in academic performance, as expected, the explanatory power of attitudes toward mathematics was clearly more significant in boys than in girls (R2 = 0.194 and R2 = 0.103, respectively). The results of the regression analysis for each sample reinforce the well-known positive impact of perceived self-efficacy on mathematics performance and introduce the effect of achievement emotions of academic performance. Test anxiety in mathematics seems to only have a negative effect on boys’ grades, as this variable does not appear in the regression equation when explaining girls’ performance. In the light of control-value theory, we discuss the contingency of perceived competence and its involvement in anxiety and academic performance. Boys’ results could be affected by the levels of anxiety inasmuch as they tend to be confident in their abilities, motivated to stand out, and interested in mathematics. Whereas despite girls reporting high rates of anxiety, what may have a negative impact on their results might have more to do with a higher value placed on mathematics, as their perception of control may be low.
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Affiliation(s)
- Susana Rodríguez
- Department of Psychology, University of A Coruña, A Coruña, Spain
| | - Bibiana Regueiro
- Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Isabel Piñeiro
- Department of Psychology, University of A Coruña, A Coruña, Spain
| | - Iris Estévez
- Department of Pedagogy and Didactics, University of A Coruña, A Coruña, Spain
| | - Antonio Valle
- Department of Psychology, University of A Coruña, A Coruña, Spain
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MURGO CS, BARROS LDO, SENA BCS. Vocational interests and professional choice self-efficacy of adolescents and youngsters. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2020. [DOI: 10.1590/1982-0275202037e190013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract This study aimed to analyze the relationships between self-efficacy beliefs and professional interests of 613 adolescents and young people from the interior of the State of São Paulo, Brazil, aged 15-19 years (M = 16.65; SD = 0.75) of which 350 were female, coming from public (84%) and private (15.8%) schools. The instruments used were the Self-Directed Search Career Explorer and the Self-Efficacy Scale for Professional Choice. Women had higher mean in the Social type and men in the Realistic, Entrepreneurial and Conventional types. In self-efficacy for professional choice, students from private schools revealed higher mean than students from public schools. The general level of self-efficacy was explained by investigative, artistic, social interests and type of school. The results also indicate the importance of analyzing the differences found in gender interests. In addition, the study can contribute to the work of counselors regarding the insertion of discussions that help adolescents to understand the influences of interests and self-efficacy in the construction of professional projects, besides bringing more systematic data on the articulation between such constructs.
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Li R, Liu H, Chen Y, Yao M. Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. CURRENT PSYCHOLOGY 2019. [DOI: 10.1007/s12144-019-00575-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Lent RW, Brown SD. Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. JOURNAL OF VOCATIONAL BEHAVIOR 2019. [DOI: 10.1016/j.jvb.2019.06.004] [Citation(s) in RCA: 45] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.02.003] [Citation(s) in RCA: 70] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Ich mag, was ich kann oder kann ich, was ich mag? Über das Zusammenspiel von Interesse, Freude und Konzeptwissen im Fach Chemie. Naturwissenschaften 2019. [DOI: 10.1007/s40573-019-00097-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Evaluation of the dimensions of the spherical model of vocational interests in the long and short version of the Personal Globe Inventory. JOURNAL OF VOCATIONAL BEHAVIOR 2019. [DOI: 10.1016/j.jvb.2019.01.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Deemer ED, Navarro RL, Byars-Winston AM, Jensen LE, Chen CP. Investigating Graduate Education and Undergraduate Research Intentions of College Science Students. JOURNAL OF CAREER ASSESSMENT 2019. [DOI: 10.1177/1069072718823777] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The current study examined predictors of undergraduate science students’ intentions to attend graduate school and participate in undergraduate research. We used social cognitive career theory to test our hypothesized model using a sample ( N = 411) of life science and physical science majors and examined basic interests in these disciplines as mediating variables. Among life science majors, results of structural equation modeling indicated that microbiology interest mediated the relationship between scientific self-efficacy (SSE) and graduate education intentions (GEIs) and the latter variable also mediated the relationship between microbiology interest and undergraduate research intentions (URIs). The model for physical science majors did not provide a good fit to the data, therefore path coefficients associated with this model were not interpreted. Implications for counseling interventions based on patterns of career intention formation in the life and physical sciences are discussed.
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Affiliation(s)
- Eric D. Deemer
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Rachel L. Navarro
- Department of Counseling Psychology and Community Services, University of North Dakota, Grand Forks, ND, USA
| | | | - Laura E. Jensen
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Catherine P. Chen
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
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Perera HN, Vosicka L, Granziera H, McIlveen P. Towards an integrative perspective on the structure of teacher work engagement. JOURNAL OF VOCATIONAL BEHAVIOR 2018. [DOI: 10.1016/j.jvb.2018.05.006] [Citation(s) in RCA: 39] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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