Research Article
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Year 2017, , 465 - 473, 15.10.2017
https://doi.org/10.12973/eu-jer.6.4.465

Abstract

References

  • Anderson, N. H. (1982). Methods of information integration theory. New York: Academic Press.
  • Bagaka’s, J. G. (2011). The role of teacher characteristics and practices on upper secondary school students’ mathematics self-efficacy in Nyanza province of Kenya: a multilevel analysis. International Journal of Science and Mathematics Education, 9(4), 817-842. doi:10.1007/s10763-010-9226-3
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Eds.), Self-efficacy in changing societies. (pp. 1-45). UK: Cambridge University Press. doi: 10.1017/CBO9780511527692
  • Briones-Rodriguez, C., Moralez-Martinez, G.E., Santos- Alcantara, M.G., Lopez-Ramirez, E.O., & Urdiales-Ibarra, M.E (2016). Cognitive algebra underlying high school student´s self-efficacy judgment to solve mathematical problems in the classroom or online. International Journal of Education, 8(2), 136-148. doi: 10.5296/ije.v8i2.9148. URL: http://dx.doi.org/10.5296/ije.v8i2.9148
  • Button, S. B., Mathieu, J. E., Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational behavior and human decision processes, 67(1), 26–48.
  • Cheema, J. R., & Kitsantas, A. (2014). Influences of disciplinary classroom climate on high school student self-efficacy and mathematics achievement: a look at gender and racial–ethnic differences. International Journal of Science and Mathematics Education, 12(5), 1261-1279. doi:10.1007/s10763-013-9454-4
  • Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349354.
  • Dalgety, J., & Coll, R. K. (2006). Exploring first-year science students’ chemistry self-efficacy. International Journal of Science and Mathematics Education, 4(1), 97–116. doi:10.1007/s10763-005-1080-3
  • Hartnett, M. (2016). Motivation in online education. Singapore: Springer
  • Hendricks, K. S. (2014). Changes in self-efficacy beliefs over time: Contextual influences of gender, rank-based placement, and social support in a competitive orchestra environment. Psychology of Music, 42(3), 347–365. doi:10.1177/0305735612471238
  • Hendricks, K. S. (2015). The sources of self-efficacy: Educational research and implications for music. Update: Appliations of Research in Music Education, 35(1), 1-7. doi:10.1177/8755123315576535
  • Hung, C. M. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. doi:10.1007/s40692-014-0008-8
  • Lent, R. W., Brown, S. D., Gover, M. R., & Nijjer, S. K. (1996). Cognitive assessment of the sources of mathematics self-efficacy: A thought-listing analysis. Journal of Career Assessment, 4(1), 33–46. doi: 10.1177/106907279600400102
  • Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology, 38(4), 424–430.
  • Lent, R. W., Lopez, F. G., Brown, S. T., & Gore Jr., P. A. (1996). Latent structure of the sources of mathematics self-efficacy. Journal of Vocational Behavior, 49(3), 292-308. doi:10.1006/jvbe.1996.0045
  • Levenson, H. (1974). Activism and powerful others: Distinctions within the concept of internal-external control. Journal of Personality Assessment, 38, 377-383.
  • Levenson, H. (1981). Differentiating among internality, powerful others, and chance. In H. M. Lefcourt (Ed.), Research with the locus of control construct (Vol. 1, pp. 15-63). New York: Academic Press.
  • Lopez, F. G., & Lent, R. W. (1992). Sources of mathematics self-efficacy in high school students. The career development quarterly, 41(1), 3-12. doi: 10.1002/j.2161-0045.1992.tb00350.x
  • Matsui, T., Matsui, K., & Ohnishi, R. (1990). Mechanisms underlying math self-efficacy learning of college students. Journal of Vocational Behavior, 37(2), 223–238. doi:10.1016/0001-8791(90)90042-Z
  • Moriarty, B., Douglas, G., Punch, K., & Hattie, J. (1995). The importance of self-efficacy as a mediating variable between learning environments and achievement. British Journal of Educational Psychology, 65(1), 73-84. doi:10.1111/j.2044-8279.1995.tb01132.x
  • Ozgen, K. (2013). An analysis of high school students’ mathematical literacy self-efficacy beliefs in relation to their learning styles. The Asia-Pacific Education Researcher, 22(1), 91–100. doi:10.1007/s40299-012-0030-4
  • Ozyurek, R. (2005). Informative sources of math-related self-efficacy expectations and their relationship with math-related self-efficacy, interest, and preference. International Journal of Psychology, 40(3), 145–156. doi:10.1080/00207590444000249
  • Peters, M. L. (2013). Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics: A multi-level analysis. International Journal of Science and Mathematics Education, 11(2), 459-480. doi: 10.1007/s10763-012-9347-y
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield, & J. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego, CA: Academic Press. doi: http://dx.doi.org/10.1016/B978-012750053-9/50003-6
  • Schweinle, A., & Mims, G. A. (2009). Mathematics self-efficacy: stereotype threat versus resilience. Social Psychology of Education, 12, 501–514. doi:10.1007/s11218-009-9094-2.
  • Smith, S. M. (2001). The four sources of influence on computer self-efficacy. Delta Pi Epsilon Journal, 43(1), 27-39.
  • Stevens, T., Olivárez, A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and White students. Hispanic Journal of Behavior Sciences, 28(2), 161–186. doi: 10.1177/0739986305286103
  • Tirosh, D., Tsamir, P., Levenson, E., & Tabach, M. (2013). Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers. Educational Studies in Mathematics, 83(2), 309–322. doi:10.1007/s10649-012-9458-y
  • Turgut, M. (2013). Academic self-efficacy beliefs of undergraduate Mathematics education students. Acta Didactica Napocensia, 6(1), 33-39.
  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. doi:10.3102/0034654308321456
  • Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275 –314. doi:10.3102/0002831208324517.
  • Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal. 37(1), 215-246. doi: 10.3102/00028312037001215
  • Zembylas, M., & Schutz, P. A. (2016). Methodological advances in research on emotion and education. Switzerland: Springer.

Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Year 2017, , 465 - 473, 15.10.2017
https://doi.org/10.12973/eu-jer.6.4.465

Abstract

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty, task relevance, and structure). After reading each scenario students were required to provide judgments regarding their believed self-efficacy to solve mathematical tasks described in the vignette by using a scale. Results showed that in regard to how students perceived their self-efficacy they could be grouped in two clusters (high and moderate). Most relevant factors to their judgment formation were task difficulty, task relevance and structure. Here, both groups used the same cognitive algebra mechanism to integrate factor information. Here, students valuated academic performance and feedback (e.g. difficulty and relevance) as most relevant even when they are conscious that learning is a primordial target. These and other results are discussed in the paper

References

  • Anderson, N. H. (1982). Methods of information integration theory. New York: Academic Press.
  • Bagaka’s, J. G. (2011). The role of teacher characteristics and practices on upper secondary school students’ mathematics self-efficacy in Nyanza province of Kenya: a multilevel analysis. International Journal of Science and Mathematics Education, 9(4), 817-842. doi:10.1007/s10763-010-9226-3
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Eds.), Self-efficacy in changing societies. (pp. 1-45). UK: Cambridge University Press. doi: 10.1017/CBO9780511527692
  • Briones-Rodriguez, C., Moralez-Martinez, G.E., Santos- Alcantara, M.G., Lopez-Ramirez, E.O., & Urdiales-Ibarra, M.E (2016). Cognitive algebra underlying high school student´s self-efficacy judgment to solve mathematical problems in the classroom or online. International Journal of Education, 8(2), 136-148. doi: 10.5296/ije.v8i2.9148. URL: http://dx.doi.org/10.5296/ije.v8i2.9148
  • Button, S. B., Mathieu, J. E., Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational behavior and human decision processes, 67(1), 26–48.
  • Cheema, J. R., & Kitsantas, A. (2014). Influences of disciplinary classroom climate on high school student self-efficacy and mathematics achievement: a look at gender and racial–ethnic differences. International Journal of Science and Mathematics Education, 12(5), 1261-1279. doi:10.1007/s10763-013-9454-4
  • Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349354.
  • Dalgety, J., & Coll, R. K. (2006). Exploring first-year science students’ chemistry self-efficacy. International Journal of Science and Mathematics Education, 4(1), 97–116. doi:10.1007/s10763-005-1080-3
  • Hartnett, M. (2016). Motivation in online education. Singapore: Springer
  • Hendricks, K. S. (2014). Changes in self-efficacy beliefs over time: Contextual influences of gender, rank-based placement, and social support in a competitive orchestra environment. Psychology of Music, 42(3), 347–365. doi:10.1177/0305735612471238
  • Hendricks, K. S. (2015). The sources of self-efficacy: Educational research and implications for music. Update: Appliations of Research in Music Education, 35(1), 1-7. doi:10.1177/8755123315576535
  • Hung, C. M. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. doi:10.1007/s40692-014-0008-8
  • Lent, R. W., Brown, S. D., Gover, M. R., & Nijjer, S. K. (1996). Cognitive assessment of the sources of mathematics self-efficacy: A thought-listing analysis. Journal of Career Assessment, 4(1), 33–46. doi: 10.1177/106907279600400102
  • Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology, 38(4), 424–430.
  • Lent, R. W., Lopez, F. G., Brown, S. T., & Gore Jr., P. A. (1996). Latent structure of the sources of mathematics self-efficacy. Journal of Vocational Behavior, 49(3), 292-308. doi:10.1006/jvbe.1996.0045
  • Levenson, H. (1974). Activism and powerful others: Distinctions within the concept of internal-external control. Journal of Personality Assessment, 38, 377-383.
  • Levenson, H. (1981). Differentiating among internality, powerful others, and chance. In H. M. Lefcourt (Ed.), Research with the locus of control construct (Vol. 1, pp. 15-63). New York: Academic Press.
  • Lopez, F. G., & Lent, R. W. (1992). Sources of mathematics self-efficacy in high school students. The career development quarterly, 41(1), 3-12. doi: 10.1002/j.2161-0045.1992.tb00350.x
  • Matsui, T., Matsui, K., & Ohnishi, R. (1990). Mechanisms underlying math self-efficacy learning of college students. Journal of Vocational Behavior, 37(2), 223–238. doi:10.1016/0001-8791(90)90042-Z
  • Moriarty, B., Douglas, G., Punch, K., & Hattie, J. (1995). The importance of self-efficacy as a mediating variable between learning environments and achievement. British Journal of Educational Psychology, 65(1), 73-84. doi:10.1111/j.2044-8279.1995.tb01132.x
  • Ozgen, K. (2013). An analysis of high school students’ mathematical literacy self-efficacy beliefs in relation to their learning styles. The Asia-Pacific Education Researcher, 22(1), 91–100. doi:10.1007/s40299-012-0030-4
  • Ozyurek, R. (2005). Informative sources of math-related self-efficacy expectations and their relationship with math-related self-efficacy, interest, and preference. International Journal of Psychology, 40(3), 145–156. doi:10.1080/00207590444000249
  • Peters, M. L. (2013). Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics: A multi-level analysis. International Journal of Science and Mathematics Education, 11(2), 459-480. doi: 10.1007/s10763-012-9347-y
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield, & J. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego, CA: Academic Press. doi: http://dx.doi.org/10.1016/B978-012750053-9/50003-6
  • Schweinle, A., & Mims, G. A. (2009). Mathematics self-efficacy: stereotype threat versus resilience. Social Psychology of Education, 12, 501–514. doi:10.1007/s11218-009-9094-2.
  • Smith, S. M. (2001). The four sources of influence on computer self-efficacy. Delta Pi Epsilon Journal, 43(1), 27-39.
  • Stevens, T., Olivárez, A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and White students. Hispanic Journal of Behavior Sciences, 28(2), 161–186. doi: 10.1177/0739986305286103
  • Tirosh, D., Tsamir, P., Levenson, E., & Tabach, M. (2013). Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers. Educational Studies in Mathematics, 83(2), 309–322. doi:10.1007/s10649-012-9458-y
  • Turgut, M. (2013). Academic self-efficacy beliefs of undergraduate Mathematics education students. Acta Didactica Napocensia, 6(1), 33-39.
  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. doi:10.3102/0034654308321456
  • Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275 –314. doi:10.3102/0002831208324517.
  • Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal. 37(1), 215-246. doi: 10.3102/00028312037001215
  • Zembylas, M., & Schutz, P. A. (2016). Methodological advances in research on emotion and education. Switzerland: Springer.
There are 33 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA85AF24EH
Journal Section Research Article
Authors

Maria Guadalupe Villarreal-treviño This is me

Ricardo Jesus Villarreal-lozano This is me

Guadalupe Elizabeth Morales-martinez This is me

Ernesto Octavio Lopez-ramirez This is me

Norma Esthela Flores-moreno This is me

Publication Date October 15, 2017
Published in Issue Year 2017

Cite

APA Villarreal-treviño, M. G., Villarreal-lozano, R. J., Morales-martinez, G. E., Lopez-ramirez, E. O., et al. (2017). Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online. European Journal of Educational Research, 6(4), 465-473. https://doi.org/10.12973/eu-jer.6.4.465
AMA Villarreal-treviño MG, Villarreal-lozano RJ, Morales-martinez GE, Lopez-ramirez EO, Flores-moreno NE. Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online. eujer. October 2017;6(4):465-473. doi:10.12973/eu-jer.6.4.465
Chicago Villarreal-treviño, Maria Guadalupe, Ricardo Jesus Villarreal-lozano, Guadalupe Elizabeth Morales-martinez, Ernesto Octavio Lopez-ramirez, and Norma Esthela Flores-moreno. “Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online”. European Journal of Educational Research 6, no. 4 (October 2017): 465-73. https://doi.org/10.12973/eu-jer.6.4.465.
EndNote Villarreal-treviño MG, Villarreal-lozano RJ, Morales-martinez GE, Lopez-ramirez EO, Flores-moreno NE (October 1, 2017) Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online. European Journal of Educational Research 6 4 465–473.
IEEE M. G. Villarreal-treviño, R. J. Villarreal-lozano, G. E. Morales-martinez, E. O. Lopez-ramirez, and N. E. Flores-moreno, “Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online”, eujer, vol. 6, no. 4, pp. 465–473, 2017, doi: 10.12973/eu-jer.6.4.465.
ISNAD Villarreal-treviño, Maria Guadalupe et al. “Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online”. European Journal of Educational Research 6/4 (October 2017), 465-473. https://doi.org/10.12973/eu-jer.6.4.465.
JAMA Villarreal-treviño MG, Villarreal-lozano RJ, Morales-martinez GE, Lopez-ramirez EO, Flores-moreno NE. Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online. eujer. 2017;6:465–473.
MLA Villarreal-treviño, Maria Guadalupe et al. “Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online”. European Journal of Educational Research, vol. 6, no. 4, 2017, pp. 465-73, doi:10.12973/eu-jer.6.4.465.
Vancouver Villarreal-treviño MG, Villarreal-lozano RJ, Morales-martinez GE, Lopez-ramirez EO, Flores-moreno NE. Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online. eujer. 2017;6(4):465-73.