東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An exploration of the impact of prio...

Arthur, Leslie A.

FindBook

Google Book

Amazon

博客來

An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students./
作者:	Arthur, Leslie A.
面頁冊數:	118 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4866.
Contained By:	Dissertation Abstracts International65-09B.
標題:	Psychology, Developmental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147519
ISBN:	0496062093

An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students.
Arthur, Leslie A.

An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students. - 118 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4866.

Thesis (Ph.D.)--Howard University, 2004.

The purpose of this study was to explore the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the math self-efficacy and self-assessment of African-American pre-adolescent students.

ISBN: 0496062093Subjects--Topical Terms:

1017557
Psychology, Developmental.

An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students.
LDR:03910nmm 2200361 4500 001 1842856
005 20051018082412.5
008 130614s2004 eng d
020 $a 0496062093
035 $a (UnM)AAI3147519
035 $a AAI3147519
040 $a UnM $c UnM
100 1 $a Arthur, Leslie A. $3 1931101
245 1 3 $a An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4866.
500 $a Advisers: Jules Harrell; Albert Roberts.
502 $a Thesis (Ph.D.)--Howard University, 2004.
520 $a The purpose of this study was to explore the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the math self-efficacy and self-assessment of African-American pre-adolescent students.
520 $a The participants were 72 African-American fourth- and fifth-grade students attending an urban, low-income, elementary school. Testing took place over the course of two sessions approximately three weeks apart. In the first session of the study, participants were presented with a math self-efficacy scale pretest followed by a math self-assessment pretest. During the second session of the study, participants were randomly assigned to one of eight experimental conditions. Finally, participants were administered a math self-assessment posttest followed by a math self-efficacy posttest.
520 $a Participants' final math grades for the 1st advisory of the 2003--2004 school year served as their prior math achievement and were treated as a covariate variable. Task complexity (TC) was measured through the use of two conditions. In the Simple condition, participants were presented with 8 division computational problems; in the Complex condition, participants were presented with 8 division word problems. Cultural knowledge (CK) was defined as knowledge of African-American mathematicians and/or scientists and consisted of two conditions. In the Cultural Knowledge Math condition, participants were presented with three short biographies of African-American mathematicians and/or scientists. In the Cultural Knowledge non-Math condition, participants were presented with three biographies of African Americans in other fields of study. Performance feedback (PF) served as a third experimental variable and also consisted of two conditions. Participants received either success or failure feedback regardless of their actual performance on the math task.
520 $a It was hypothesized that the four aforementioned factors would result in significant differences in the math self-efficacy and self-assessment of African-American pre-adolescent students. It was also hypothesized that task complexity, performance feedback, and gender would result in significant differences in students' math self-efficacy and self-assessment.
520 $a Two 3-way MANCOVAs were conducted {(TC x CK x PF) and (TC x PF x Gender)}. Results of both analyses yielded a significant main effect on math self-assessment due to performance feedback. Additionally, in the second analysis (TC x PF x Gender), prior achievement resulted in a significant main effect on math self-efficacy. Several secondary analyses were also conducted. The results of these analyses, as well as implications for future research, are discussed in greater detail within the paper.
590 $a School code: 0088.
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Black Studies. $3 1017673
690 $a 0620
690 $a 0280
690 $a 0525
690 $a 0325
710 2 0 $a Howard University. $3 1017554
773 0 $t Dissertation Abstracts International $g 65-09B.
790 1 0 $a Harrell, Jules, $e advisor
790 1 0 $a Roberts, Albert, $e advisor
790 $a 0088
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147519