Results 1  10
of
24
The role of selfefficacy and selfconcept beliefs in mathematical problemsolving: A path analysis
 Journal of Educational Psychology
, 1994
"... Path analysis was used to test the predictive and mediational role of selfefficacy beliefs in mathematical problem solving. Results revealed that math selfefficacy was more predictive of problem solving than was math selfconcept, perceived usefulness of mathematics, prior experience with mathema ..."
Abstract

Cited by 95 (0 self)
 Add to MetaCart
Path analysis was used to test the predictive and mediational role of selfefficacy beliefs in mathematical problem solving. Results revealed that math selfefficacy was more predictive of problem solving than was math selfconcept, perceived usefulness of mathematics, prior experience with mathematics, or gender (N = 350). Selfefficacy also mediated the effect of gender and prior experience on selfconcept, perceived usefulness, and problem solving. Gender and prior experience influenced selfconcept, perceived usefulness, and problem solving largely through the mediational role of selfefficacy. Men had higher performance, selfefficacy, and selfconcept and lower anxiety, but these differences were due largely to the influence of selfefficacy, for gender had a direct effect only on selfefficacy and a prior experience variable. Results support the hypothesized role of selfefficacy in A. Bandura's (1986) social cognitive theory. Social cognitive theory suggests that selfefficacy, "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances " (Bandura, 1986, p. 391), strongly influences the choices people make, the effort they expend, and how
Self efficacy and achievement behaviors
 Educational Psychology Review
, 1989
"... Made available courtesy of Springer Verlag: The original publication is available at ..."
Abstract

Cited by 30 (0 self)
 Add to MetaCart
Made available courtesy of Springer Verlag: The original publication is available at
The Impact of Student SelfEfficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a MultiUser Virtual Environment
 Journal of Science Education and Technology
, 2007
"... This exploratory study investigated datagathering behaviors exhibited by 100 seventhgrade students as they participated in a scientific inquirybased curriculum project delivered by a multiuser virtual environment (MUVE). This research examined the relationship between students ’ selfefficacy on ..."
Abstract

Cited by 30 (2 self)
 Add to MetaCart
(Show Context)
This exploratory study investigated datagathering behaviors exhibited by 100 seventhgrade students as they participated in a scientific inquirybased curriculum project delivered by a multiuser virtual environment (MUVE). This research examined the relationship between students ’ selfefficacy on entry into the authentic scientific activity and the longitudinal datagathering behaviors they employed while engaged in that process. Three waves of student behavior data were gathered from a serverside database that recorded all student activity in the MUVE; these data were analyzed using individual growth modeling. The study found that selfefficacy correlated with the number of datagathering behaviors in which students initially engaged, with high selfefficacy students engaging in more data gathering than students with low selfefficacy. Also, the impact of student selfefficacy on rate of change in data gathering behavior differed by gender. However, by the end of their time in the MUVE, initial student selfefficacy no longer correlated with data gathering behaviors. In addition, students ’ level of selfefficacy did not affect how many different sources from which they chose to gather data. These results suggest that embedding science inquiry curricula in novel platforms like a MUVE might act as a catalyst for change in students ’ selfefficacy and learning processes. KEY WORDS: gender; interactivity; longitudinal analysis; middle school; multiuser virtual environment; River City; scientific inquiry; selfefficacy.
How did it work? An examination of the mechanisms through which an intervention for the unemployed promoted jobsearch behavior
 American Journal of Community Psychology
, 1992
"... Conducted process analysis of treatment mediation effects (Judd & Kenney, 1981) on longitudinal data from a large randomized field experiment with 928 recently unemployed persons. The experimental treatment included an intervention that succeeded in promoting quality reemployment outcomes, as de ..."
Abstract

Cited by 16 (4 self)
 Add to MetaCart
(Show Context)
Conducted process analysis of treatment mediation effects (Judd & Kenney, 1981) on longitudinal data from a large randomized field experiment with 928 recently unemployed persons. The experimental treatment included an intervention that succeeded in promoting quality reemployment outcomes, as described in earlier reports (Caplan et al., 1989; Vinokur et al., 1991). Using Ajzen's theory of planned behavior (Ajzen, 1985, 1988), the analyses examined the mediating effects of jobsearch selfefficacy, attitude, norms, and intention on jobsearch behavior. The results provided substantial support for the theory of planned behavior and demonstrated the mediational role of jobsearch selfefficacy. For both 1 and 4month posttests, jobsearch selfefficacy was shown to mediate the effects of the intervention through its direct effects on jobsearch intention and on short term jobsearch behavior, as well as through its indirect effects on subjective norms and attitude. However, in the longer term 4month posttest, exposure to the intervention had a direct effect on jobsearch behavior. This longterm direct effect of the intervention was hypothesized to reflect the influence of inoculation against setbacks which is essential for sustaining the longterm behavioral efforts involved in job seeking. 1This article is based on research conducted under National Institute of Mental Health grants 39675 and 2P50MH38330, the latter representing the Michigan Prevention Research Center. This article represents a portion of the doctoral dissertation of Michelle van Ryn. We thank Richard Price and Walter Gregg for their comments on an earlier version of this article.
Computer experiences, selfefficacy, and knowledge of students entering a landgrant college of agriculture by year and gender
 Journal of Agricultural Education
, 2004
"... The purpose of this fiveyear study was to describe the computer experiences, selfefficacy, and knowledge of students (N = 336) entering a college of agriculture, and determine if significant differences existed by year of entry, gender, or the interaction of year and gender. There were few signifi ..."
Abstract

Cited by 7 (3 self)
 Add to MetaCart
The purpose of this fiveyear study was to describe the computer experiences, selfefficacy, and knowledge of students (N = 336) entering a college of agriculture, and determine if significant differences existed by year of entry, gender, or the interaction of year and gender. There were few significant differences in computer experiences by year or gender. While there were significant year x gender interactions in some computerrelated experiences, no trends were noted. Overall, students had a slightly below average level of computer selfefficacy. The mean selfefficacy of students in the 2002 group was significantly higher than for the 1999 group, although the effect size for year was small. There were no significant differences in computer selfefficacy by gender or by the interaction of year and gender. Students had a fairly low level of computer knowledge. Both overall and by all subgroupings, mean student scores were below the 50 % correct level. Exam scores for students in the 2002 and 2003 student groups were significantly higher than were the scores for the 1999 student group; however, again, the effect size for year was small. There were no significant differences in exam scores by gender or by the interaction of year and gender.
Selfefficacy development in adolescences
 In U. Pajares (Ed.), Selfefficacy beliefs of adolescents (pp. 7196): Information Age Publishing
, 2005
"... ..."
The Role of Mathematics selfefficacy and Mathematics ability in the structural model of Mathematics performance
"... Abstract—The purpose of present study was to examine the direct and indirect effects of mathematics ability on mathematics Performance, specially, with regarding to powerful predictor and mediator of mathematics selfefficacy. 848 of 8 th graders were randomly selected from two educational districts ..."
Abstract

Cited by 1 (0 self)
 Add to MetaCart
Abstract—The purpose of present study was to examine the direct and indirect effects of mathematics ability on mathematics Performance, specially, with regarding to powerful predictor and mediator of mathematics selfefficacy. 848 of 8 th graders were randomly selected from two educational districts of Yazd province (Iran) to estimate and test the hypothesized effects of mathematics ability on mathematics selfefficacy and Performance. In usage of three latent variables were acknowledged with confirmatory factor analysis. Then the estimate of structural equation model revealed that mathematics ability had a direct and a indirect effect (Via mathematics selfefficacy) on mathematics performance. The model specified mathematics ability and mathematics performance. A substantial proportion of variance (50%) in mathematics performance was predicted from the model. The high goodnessoffit indices, also acknowledged that postulated model has a good fit to the data. These findings in line with other works support the hypothesized role of selfefficacy in Bandura (1986) Social cognitive theory. Keywords—Mathematics selfefficacy, Mathematics ability, structural model, Mathematics performance
Motivational Strategy Guidelines Based On SelfEfficacy By
"... The purpose of this paper is threefold: First, to examine briefly Social Cognitive Theory’s view on the contribution of selfefficacy to learning and motivation; Then, to offer some guidelines for motivational strategies reflecting selfefficacy concepts that have been supported by research; Finall ..."
Abstract

Cited by 1 (0 self)
 Add to MetaCart
The purpose of this paper is threefold: First, to examine briefly Social Cognitive Theory’s view on the contribution of selfefficacy to learning and motivation; Then, to offer some guidelines for motivational strategies reflecting selfefficacy concepts that have been supported by research; Finally, to provide some possible ways to implement these guidelines in a mathematics class.
Does math selfefficacy mediate the effect of the perceived classroom environment in standardized math test performance
 Journal of Educational Psychology
, 2010
"... We examined the effect of the perceived classroom environment on math selfefficacy and the effect of math selfefficacy on standardized math test performance. Upper elementary school students (n = 1163) provided selfreports of their perceived math selfefficacy and the degree to which their math c ..."
Abstract

Cited by 1 (0 self)
 Add to MetaCart
(Show Context)
We examined the effect of the perceived classroom environment on math selfefficacy and the effect of math selfefficacy on standardized math test performance. Upper elementary school students (n = 1163) provided selfreports of their perceived math selfefficacy and the degree to which their math classroom environment was masteryoriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of twolevel models revealed that students who perceived their classroom environments as more caring, challenging, and masteryoriented had significantly higher levels of math efficacy, and higher levels of math efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on math performance indicated a small significant mediating effect of selfefficacy. Implications for research on selfefficacy and the perceived classroom environment are discussed.