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1.
Mariza Chatzistamatiou Irini Dermitzaki Anastasia Efklides Angeliki Leondari 《教育心理学》2015,35(7):835-850
The aim of the study was to investigate the relationships between elementary students’ reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students’ mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students’ self-regulated learning skills. 相似文献
2.
This study tested the mediating role of self‐directed learning skills (SDL) between students’ conceptions of mathematics and their achievement in mathematics using a structural equation model. Data were collected using the “Conceptions of Mathematics Questionnaire” and the “Self‐Rating Scale of Self‐Directed Learning”, together with students’ achievement in mathematics. A sample of 440 first year university students at King Saud University participated in the study. The findings confirm the moderating role of students’ self‐directed learning skills between their conceptions of mathematics and their achievement in mathematics. Students who have a highly fragmented conception of mathematics tended to have low SDL skills, and in turn low mathematics achievement (partial mediation), whereas students who have a highly cohesive conception of mathematics tended to have high self‐directed learning skills, and in turn high mathematics achievement (full mediation). Mathematics educators should be aware that students’ conceptions of mathematics may be influential, but not sufficient to predict achievement in mathematics. Equipping students with appropriate conceptions of mathematics and self‐directed learning skills is key to enhancing their performance in mathematics. 相似文献
3.
This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and self-regulated learning, mastery and performance goals, and mathematics achievement. Data on learner and learning environment variables and achievement in mathematics were collected from 273 boys and girls. Results indicate appropriate fit of the model for the entire sample. Invariance analysis across gender indicated that only 2 of the 11 path coefficients, mother's education on mathematics achievement and classroom mastery goal orientation on self-regulation, were not invariant across gender. The same pattern of relationships accounted for different amounts of variance in mathematics achievement for boys and girls. 相似文献
4.
Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students 
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下载免费PDF全文 Ulrika Ekstam Johan Korhonen Karin Linnanmäki Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge. 相似文献
5.
课堂话语作为思维与交往的媒介影响着学生的学习,不同特征的话语会对学生学习成就产生不同的作用和效果。本研究以OECD官网公布的GTI视频研究的中国上海数据为基础,探析上海课堂话语基本特征及其对学生的数学学习成绩、学习兴趣及一般自我效能的影响。研究发现,课堂话语的质量而非数量影响学生学习成就,高质量的教师提问能够促进学生认知、非认知因素的发展,详细且深入的课堂解释能够提升学生的数学学习兴趣。基于这些发现,本研究就课堂教学实践提出如下建议:协调教与学的关系,构建良好的课堂话语生态;设计和应用高质量的提问支持学生学习;借助话语策略激发学生学习兴趣。 相似文献
6.
Amy Noelle Parks 《课程研究杂志》2013,45(1):79-97
This paper adopts a rhetorical perspective in order to examine language about children in the discourse of mathematics education through a study of metaphor. Previous research has tended to emphasize the notion of ‘beliefs’, which locates responsibility for problematic conceptions of children within the heads of individuals, particularly practising and preservice teachers. Using the notion of metaphor, this paper examines several texts in US mathematics education, including conversations in an elementary classroom, a university mathematics methods classroom, mathematics textbooks, and standards documents. All of these texts draw on the metaphor of children’s learning as travel along a physical path, which supports talking and thinking about children in hierarchical ways. The dominance of this metaphor presents a new challenge for teacher educators concerned with equity: that of examining their own language and practices for hierarchical language. 相似文献
7.
Melissa C. Gilbert Lauren E. Musu-Gillette Michael E. Woolley Stuart A. Karabenick Marilyn E. Strutchens W. Gary Martin 《Learning Environments Research》2014,17(2):287-304
This study examined the relationship of 979 middle school students’ perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher support and use of reform practices on mathematics standardised test scores. Our study provides empirical evidence that students’ perceptions that their teachers believe that they are capable of learning and understanding mathematics positively relate to their Mastery and Performance Goal orientations and mathematics Utility. Further, we found an interaction between students’ perceptions of the frequency of reform practice use in their mathematics classroom and mathematics efficacy. For students with lower mathematics efficacy, their perceptions of more frequent use of reform practices in their mathematics class related to higher standardised test performance. For students with higher mathematics efficacy, perceived use of reform practices did not significantly relate to standardised test performance. These data suggest that frequent exposure to reform practices is especially critical for students who judge themselves as being less capable in mathematics and who are lower performers. This finding differs from prior research that has suggested that reform practice use benefits higher achievers but not lower achievers. An important implication of our study is the need for coordinated, ongoing professional development that highlights reform pedagogy and beliefs while also focusing on student motivation theories and strategies. 相似文献
8.
Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.
相似文献9.
Marilena Pantziara George N. Philippou 《International Journal of Science and Mathematics Education》2015,13(2):385-411
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom. 相似文献
10.
Academic performance is predicted by a multitude of demographic, contextual, cognitive, and noncognitive factors. The noncognitive factors predicting achievement in mathematics that have previously been investigated in depth are study skills, confidence, self-efficacy, and personality traits (Kyllonen, 2012). Limited applied research has explored the predictive value of attitudes and beliefs in mathematics achievement using representative data of U.S. students. The current study uses the theory of planned behavior (TPB) to explain high school students’ performance in mathematics in large-scale assessment data by using the PISA 2012. Along with key demographic factors, results indicated that students’ attitudes, subjective norms, and perceived behavioral control beliefs explained 21.1% of the variability in intentions to pursue and major in mathematics in the future, 59.4% of the variability in behavioral engagement with mathematics learning, and 30.7% of the variability in mathematics performance.The study results have implications on: (1) the applicability of an attitude-behavior framework in educational research for understanding academic performance, (2) the importance of perceived control and self-efficacy beliefs for predicting behavioral engagement in mathematics (e.g., paying attention in class, completing homework, studying for exams) and subsequent mathematics performance, and (3) the practical significance of students’ attitude towards mathematics on their intentions to pursue mathematics coursework in post-secondary education and possess math-relevant career aspirations. 相似文献
11.
The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results indicate that conceptual teaching positively affected student mathematics achievement, whereas procedural emphasis in mathematics instruction had a negative effect. Teacher support influenced student mathematics achievement indirectly through students' mathematics self-efficacy, and also influenced students' interest in mathematics courses. Finally, students with higher levels of family socioeconomic status and prior achievement were more likely to have teachers who use conceptual teaching strategies. Students with higher prior achievement were also more likely to perceive higher levels of teacher support. The findings have theoretical and practical implications. 相似文献
12.
Pantziara Marilena Philippou George N. 《International Journal of Science and Mathematics Education》2014,13(2):385-411
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom.
相似文献13.
Savas Pamuk Semra Sungur Ceren Oztekin 《International Journal of Science and Mathematics Education》2017,15(8):1423-1440
This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students’ science achievement to the existing literature. More specifically, the present article examined students’ science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers’ characteristics. Data were gathered from both 137 science teachers and their 3281 seventh grade students via administering self-report questionnaires. Hierarchical linear modeling (HLM) analysis was conducted to analyze the two-level data (student level and teacher level). Students’ learning environment perceptions, epistemological beliefs, achievement goals, and self-regulation constituted student-level data while teachers’ self-efficacy, achievement goals, and epistemological beliefs constituted teacher-level data. The findings indicated that students’ constructivist learning environment perceptions were significant predictors of their science achievement. Additionally, students with sophisticated epistemological beliefs appeared to be more successful in science. Also, performance avoidance goals were negatively related to science achievement. Among teacher-level variables, teachers’ self-efficacy and sophisticated epistemological beliefs were found to be positively linked to students’ science achievement. 相似文献
14.
Su Cai Enrui Liu Yang Yang Jyh-Chong Liang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):248-263
Most studies of Augmented Reality (AR) in education have considered students’ learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self-efficacy. A total of 101 students were divided into two groups based on their mathematics learning self-efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self-efficacy to pay closer attention to higher level conceptions. It can also help higher self-efficacy students to apply more advanced strategies when learning mathematics. 相似文献
15.
The low pass rate in Brunei Year 13 mathematics is a source of concern for many stakeholders. Success in mathematics is required for students wishing to attend university and pursue courses in the sciences and technology. Many different factors contribute to success and failure in mathematics. This field survey (N = 330 randomly selected Year 13 students representing 179 females and 151 males) determined the extent to which coping mechanisms, study strategies, learning styles, and self-efficacy were related to academic achievement in mathematics. Stepwise multiple regression analysis with backward elimination identified six statistically significant main effect variables with links to mathematics achievement (task-oriented coping, textbook reading, concentration, self-efficacy, time management, and activist learning style). Two-way interactions of the male and female genders with deep processing and reflector learning styles were also significantly associated with mathematics achievement. Other significant interaction variables were beneficial to both genders. 相似文献
16.
Drew Polly 《Teacher Development》2017,21(5):668-686
AbstractSchool–university partnerships also known as professional development school (PDS) partnerships provide potential for universities and schools to establish partnerships that can benefit university faculty, school teachers, university students, and school students. This study examines the impact of a PDS partnership in which the author served as a school-based mathematics coach for two years in a high-need elementary school. Data sources included interviews, surveys, and field notes from classroom observations. Inductive qualitative analyses which were situated in a multi-level framework for researching professional development found that teachers posed more cognitively demanding mathematical tasks and high-level questions in year two compared to year one of this project. Further, student achievement was noted on both state-wide and district-created assessments. Also teachers reported that the school-based approach to professional development led to some teachers taking on more informal leadership roles to support their colleagues’ mathematics instruction. Implications for school-based learning opportunities across the world include the need to establish specific university–school partnerships, and carefully designing research studies to examine the impact of these learning opportunities. 相似文献
17.
Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed. 相似文献
18.
何亚男 《佳木斯教育学院学报》2012,(7):272-272
随着我国教育体制改革的不断深入发展,初中数学的课堂教学工作也发生了重大改变,传统的教学模式已经逐渐的成为历史。初中数学是对小学数学与高中数学的一个衔接过程,是端正学生的学习态度,培养学生学习兴趣,养成创新思维的关键时期,因此,对如何促使初中数学课堂的高效性的研究工作具有重要的实际应用价值。 相似文献
19.
This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed. 相似文献
20.
Wilhelmina van Dijk Nicholas A. Gage Nicolette Grasley‐Boy 《Psychology in the schools》2019,56(7):1173-1186
The impact of teachers on their students’ academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers’ behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi‐level structural equation model. Data included Behavior Management subscale scores of the Classroom Assessment Scoring System for 247 fourth and fifth grade teachers, indicators of academic motivation, and end‐of‐year state standardized mathematics assessment results for 4,847 students from the National Center of Teacher Effectiveness Main Study. The results indicate teachers’ CM skills have a significant direct effect on student motivation and a significant indirect effect on students’ math achievement, suggesting that students in classrooms of teachers with better CM are more motivated to learn math and have higher math achievement scores. This underscores the importance of helping teachers increase their use of evidence‐based classroom management techniques. 相似文献