1 / 13

The impact of self-efficacy on mathematics achievement of primary school children

The impact of self-efficacy on mathematics achievement of primary school children. 指導教授： Chen, Ming-puu 報 告 者： Jheng, Cian-you 報告日期： 2008/03/20.

jonco
Download Presentation

The impact of self-efficacy on mathematics achievement of primary school children

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The impact of self-efficacy on mathematics achievement of primary school children 指導教授：Chen, Ming-puu 報 告 者：Jheng, Cian-you 報告日期：2008/03/20 Anjum, R. (2006). The impact of self-efficacy on mathematics achievement of primary school children. Pakistan Journal of Psychological Research, 21(3), 61-78.

  2. Introduction • Self-efficacy is 'ones' belief that he/she is able to organize and apply plans in order to achieve a certain task. (Bandura, 1997) • self-efficacy particularly regarding mathematics has been found to be a strong predictor of mathematics achievement in western settings.(Armstrong, 1980; Hackett & Betz, 1989; Pajares & Graham, 1999; Pajares & Schunk, 2001; Schunk, 1991; Zimmerman, 2000) • very less is known about how self-efficacy operates for non-western samples. • The present study examines the role of mathematics self-efficacy in mathematics achievement of Pakistani children in elementary grades 3 through 5.

  3. Background Literature • high self-efficacy for mathematics exceeded the performance of those with low self-efficacy in mathematics at all ability levels. (Bouffard-Bouchard, 1989) • ability and self-efficacy to have strong direct effects on performance. (Pajares & Kranzler, 1995 ) • most students were over confident about their mathematics capability. (Pajares & Kranzler, 1995; Pajares & Miller, 1994; 1995) • older students to be more congruent in their perceptions of mathematics abilities than younger students. (Phan & Walker, 2000) • gender differences in mathematics competence self-perceptions of students may still be prevalent. (Stipek, 2002)

  4. Hypothesized • Mathematics self-efficacy is significantly positively correlated with mathematics achievement. • School grade is significantly correlated with mathematics self-efficacy.

  5. Method • Sample • Grade 3~5, 805 student. • Instruments • Mathematics Self-efficacy Questionnaire (MSEQ) • self-efficacy to solve 20 mathematics problems • 1~6, scores ranging from 6 to 120 • Mathematics Placement Test (MPT) • 20 items, 5 marks, total 100 • Mathematics School Test (MST) • 20 items, 5 marks, total 100

  6. Results (1/7) • There is significant positive relationship between mathematics self-efficacy with MPT and MST.

  7. Results (2/7) • boys and girls reported over confidence in their mathematics abilities in grades 3 through 5.

  8. Results (3/7) • With the increase in grade, the correlation between MSEQ and MPT showed some increase.

  9. Results (4/7) • In all grade, girls tend to be more perceptive about their self-efficacy indicating a stronger correlation with MPT and with MST than boys. Grade 3 Grade 4 Grade 5

  10. Results (5/7) • when self-efficacy was regressed on mathematics achievement, it was statistically significant for MPT and MST. • Mathematics self-efficacy was relatively a strong predictor of mathematics performance for girls.

  11. Results (6/7) • mathematics self-efficacy could be an indicator for mathematics achievement but the gradual change in grade.

  12. Results (7/7) • mathematics self-efficacy model was significantly supported at each grade level as regards girls, but as regards to boys, the model fitted grades 4 and 5 only.

  13. Discussion • mathematics self-efficacy was positively and significantly related to mathematics achievement at each grade level. • 愈高年級，數學自我效能與學習成就會愈相關，自我效能感會愈準確。 • 女生的數學自我效能與學習成就相關性比男生高。

More Related