• Research in Mathematical Education
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• v.13 no.2
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• pp.109-122
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• 2009

This study investigates the change in two theoretical constructs, attitudes toward mathematics and mathematics self-efficacy, among college students involved in a learning community model. The case of this study was a developmental mathematics class offered at a historically black college located in the southeastern United States. Subjects included 31 students enrolled in an introductory mathematics course, some of whom participated in a learning community (treatment group). The participants completed mathematics attitudes and mathematics efficacy instruments twice: at the beginning of the semester and again at the end. Data was analyzed using descriptive statistics and a non-parametric statistic. The results showed that students' attitudes toward mathematics and mathematics self-efficacy are strongly correlated; the mathematical problem-solving efficacy changed significantly over time and it is significantly higher in the treatment group than in the control group; and the treatment group produced better outcomes. These findings indicate that a learning community model can increase students' mathematics self-efficacy beliefs. It is recommended that mathematics self-efficacy and attitudes toward mathematics be measured over an extended period of time when a learning community is implemented.

• The Mathematical Education
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• v.53 no.1
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• pp.1-24
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• 2014

This study examines the effects of reflective journal writing on the mathematics self-efficacy in reciprocal peer tutoring. Participants were 38 high school students in Gyeonggi province who attended at a summer intensive mathematics course for 4 weeks. This study used a mixed method. SPSS 21.0 program was used to analyze the quantitative data, and the interviews, observational journals and reflective journals of 6 students were used to analyze qualitative data. According to the results, all the subcategories of mathematics self-efficacy, - mathematics problem-efficacy, mathematics success-efficacy, mathematics learning-efficacy, and mathematics subject-efficacy - improved except mathematics occupation-efficacy. In case of mathematics success-efficacy and mathematics problem-efficacy, students revealed the greatest improvement. In conclusion, reflective journal writing in reciprocal peer tutoring could be suggested as a treatment program to improve students' mathematics self-efficacy.

• The Mathematical Education
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• v.50 no.1
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• pp.103-118
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• 2011

The study examined whether the relation between mathematics self-efficacy and mathematics achievement was partially mediated by the learning strategies, using latent growth model analyses. It was also examined the auto-regressive, cross-lagged (ARCL) panel model for testing the stability and change in the relation of mathematics self-efficacy and learning strategy over time. The study analyzed the first-year to the third-year data of the Korean Educational Longitudinal Survey (KELS). The result of ARCL panel model analysis showed that earlier mathematics self-efficacy could predict later learning strategy use. There were linear trends in mathematics self-efficacy, learning strategy, and mathematics achievement. Specifically, mathematics achievement was increased over the three time points, whereas mathematics self-efficacy and learning strategies were significantly decreased. In the analyses of latent growth models, the mediating effects of learning strategies were overall supported. That is, both of initial status and change rate of rehearsal strategy partially mediated the relation of mathematics self-efficacy and mathematics achievement. However, in elaboration and meta-cognitive strategies, only the initial status of each variable showed the indirect relationship.

• Education of Primary School Mathematics
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• v.23 no.2
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• pp.63-72
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• 2020

The purpose of this study is to develop a mathematics self-efficacy test tool for elementary school students based on the sub-factors of mathematical self-efficacy derived from current studies. In this study, I verified the validity and reliability of the test tool by statistically evaluating the results of applying the test tool to the 3rd-6th grade students. In this study, Principal Component Analysis was performed on the tool for measuring the self efficacy of mathematics for elementary school students. For the validity test, the mathematics anxiety status of the participants was measured. The mathematics anxiety who were known to have a negative correlation with the mathematical self efficacy. The mathematics self efficacy tool developed in this study consists of 16 items with three subcategories: master experience, social persuasions, and emotional and physiological state. The mathematical self efficacy test tool developed in this study is expected to provide grounds for diagnosing the mathematics self-efficacy status of elementary school students and looking for ways to improve it.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.1
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• pp.151-160
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• 2009

The purpose of this study is to investigate the effect of Special Supplementary Mathematics Class on self-efficiency and fear of mathematics in middle school. For this study, the students involved in Special Supplementary Mathematics Classes in middle school took a pre-test and an post-test. According to the results, First, the students showed increased self-efficacy in mathematics after the Special Supplementary Mathematics Class. Second, the students showed a decreased fear of mathematics after the Special Supplementary Mathematics Class. Third, there were no significant differences between boys and girls in the effect of Special Supplementary Mathematics Classes on self-efficacy and fear of mathematics. Fourth, there were significant differences between Grade 2 and Grade 3, and between Grade 1 and Grade 2 in the effect of Special Supplementary Mathematics Classes on self-efficacy in Mathematics.

• The Mathematical Education
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• v.52 no.3
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• pp.423-442
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• 2013

The purpose of the study was to examine the effects of the reciprocal peer tutoring in high school students' affective characteristics with respect to mathematics. The study was conducted with 111 first graders in one high school located in Gyeonggi-do, and the study lasted for 1 year in regular mathematics classrooms. According to the results, reciprocal peer tutoring was very effective in improving students' interest and self-efficacy toward mathematics and reducing mathematics anxiety. Especially, in high and low performing student groups, there were statistically significant improvements in affective factors such as interest, self-efficacy toward mathematics, and mathematics anxiety after reciprocal peer tutoring. However, average performing student group showed statistically significant improvements in affective factors of interest and self-efficacy toward mathematics.

• The Mathematical Education
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• v.60 no.4
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• pp.493-508
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• 2021

This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.1-19
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• 2003

The purpose of this study is to investigate the self-efficacy of gifted students in the area of sciences. For this purpose, The Self-efficacy Beliefs Inventory was administered to 220 5th and 6th gifted students and high achievers. The research findings were as follows; First, there was no statistically significant difference in the general, academic, self regulated learning, and others’ expectation self-efficacy beliefs between gifted students and high achievers as well as among groups of gifted students. Second, the gifted students in mathematics were higher than other groups in the mathematics self-efficacy beliefs. Third, the high achievers were higher than other groups in the language art self-efficacy beliefs. Fourth, the gifted students in mathematics were higher than other groups in mathematics self-efficacy beliefs. Fifth, the gifted students in science were higher than other groups in science self-efficacy beliefs. Sixth, the gifted students in IT were higher than other groups in computer self-efficacy beliefs. Seventh, the gifted students in IT were lower than other groups in social self-efficacy beliefs.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.3-11
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• 2017

The purpose of this study is to investigate the variables that learners should consider for learning persistence when applying blended learning to mathematics class which is a basic curriculum of engineering college. For this purpose, this study compared the basic mathematics class with the blended learning and the class without it. In addition, this study analyzed the influence of the learning outcomes of the blended learning on the willingness to learning persistence by using the self-efficacy and self-regulated learning variables that can predict it. As a result, it was found that the blended learning applied mathematics class of K university which is the subject of analysis in this study has higher self - efficacy, self - regulated learning, and learning persistence intention than general classroom. Finally, the results of this study are meaningful to provide the points to be considered for improving the learning performance when applying the blended learning to the subject class in the future.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.519-537
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• 2014

Teacher efficacy influences teacher's own behaviors in class and students outcomes such as achievement, motivation and their own self-efficacy. In recent years, self efficacy and teacher efficacy are becoming more popular in many educational aspects. Teacher efficacy depends on him/her and each tasks and goals. Therefore, we need special instrument for measuring mathematics teacher efficacy. On this study, we derived educationally meaningful factors on mathematics teacher efficacy from previous literature. We developed Mathematics Teaching Efficacy Instrument(MTEI) consisted of 30 items with 6-point Likert scale. The six factors are as follows; mathematics teaching efficacy expectancy, mathematics teaching outcome expectancy, mathematics teaching content knowledge, teacher belief on their own students, the past mathematics learning experience for teacher own, influence from social-cultural environment.