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

FindBook

Google Book

Amazon

博客來

Identifying factors common among students who do not fit the typical mathematics self-efficacy and achievement correlation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Identifying factors common among students who do not fit the typical mathematics self-efficacy and achievement correlation./
作者:	Mantilla, Jodi H.
面頁冊數:	1 online resource (280 pages)
附註:	Source: Dissertations Abstracts International, Volume: 77-05, Section: A.
Contained By:	Dissertations Abstracts International77-05A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3736817click for full text (PQDT)
ISBN:	9781339257747

Identifying factors common among students who do not fit the typical mathematics self-efficacy and achievement correlation.
Mantilla, Jodi H.

Identifying factors common among students who do not fit the typical mathematics self-efficacy and achievement correlation. - 1 online resource (280 pages)

Source: Dissertations Abstracts International, Volume: 77-05, Section: A.

Thesis (Ph.D.)--Utah State University, 2015.

Includes bibliographical references

Previous research has shown that mathematical self-efficacy is positively correlated with mathematical performance level. However, in elementary classroom settings, teachers noticed that students with high mathematical self-efficacy had low mathematical performance level. On the other end of the spectrum, there are students who have low mathematical self-efficacy yet excel in mathematics. Discovering what factors are common among these two types of students can aid teachers in helping these students improve their self-efficacy and mathematics performance. This explanatory mixed-methods design was conducted in a K-6 elementary school with the research participants consisting of fourth-, fifth-, and sixth-grade students. The first of two research phases included assessing students' mathematical performance level and mathematical self-efficacy. Utilizing the criteria of high or low performance in correlation to high or low self-efficacy, the students were placed into one of four categories; high performance/high self-efficacy (High P/High SE), low performance/low self-efficacy (Low P/Low SE), high performance/low self-efficacy (High P/Low SE), and low performance/high self-efficacy (Low P/High SE). Phase II of the research included interviewing the top two students from the High P/High SE group and the bottom two from the Low P/Low SE group as well as all of the students in the High P/Low SE and the Low P/High SE groups. After the interviews were analyzed, the researcher identified the factors that are common to the High P/Low SE and Low P/High SE groups that were not found in the High P/High SE or Low P/Low SE groups. Some examples of these factors for students with High P/Low SE included feelings of jealousy, not feeling smart even when the math is easy, and not feeling encouraged by teachers and parents. Examples of these factors for students with Low P/High SE included preferring completing assignments in a group and giving up when the mathematics gets difficult. The potential implications of this research may be used in elementary classrooms to help teachers identify outlier students as well as help students better align their self-efficacy with their achievement level. The intended audience of this research was elementary mathematics teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781339257747Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

CorrelationIndex Terms--Genre/Form:

542853
Electronic books.

Identifying factors common among students who do not fit the typical mathematics self-efficacy and achievement correlation.
LDR:03711nmm a2200385K 4500 001 2360604
005 20230928115724.5
006 m o d
007 cr mn ---uuuuu
008 241011s2015 xx obm 000 0 eng d
020 $a 9781339257747
035 $a (MiAaPQ)AAI3736817
035 $a (MiAaPQ)usu:12088
035 $a AAI3736817
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Mantilla, Jodi H. $3 3701225
245 1 0 $a Identifying factors common among students who do not fit the typical mathematics self-efficacy and achievement correlation.
264 0 $c 2015
300 $a 1 online resource (280 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 77-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Dorward, James T.
502 $a Thesis (Ph.D.)--Utah State University, 2015.
504 $a Includes bibliographical references
520 $a Previous research has shown that mathematical self-efficacy is positively correlated with mathematical performance level. However, in elementary classroom settings, teachers noticed that students with high mathematical self-efficacy had low mathematical performance level. On the other end of the spectrum, there are students who have low mathematical self-efficacy yet excel in mathematics. Discovering what factors are common among these two types of students can aid teachers in helping these students improve their self-efficacy and mathematics performance. This explanatory mixed-methods design was conducted in a K-6 elementary school with the research participants consisting of fourth-, fifth-, and sixth-grade students. The first of two research phases included assessing students' mathematical performance level and mathematical self-efficacy. Utilizing the criteria of high or low performance in correlation to high or low self-efficacy, the students were placed into one of four categories; high performance/high self-efficacy (High P/High SE), low performance/low self-efficacy (Low P/Low SE), high performance/low self-efficacy (High P/Low SE), and low performance/high self-efficacy (Low P/High SE). Phase II of the research included interviewing the top two students from the High P/High SE group and the bottom two from the Low P/Low SE group as well as all of the students in the High P/Low SE and the Low P/High SE groups. After the interviews were analyzed, the researcher identified the factors that are common to the High P/Low SE and Low P/High SE groups that were not found in the High P/High SE or Low P/Low SE groups. Some examples of these factors for students with High P/Low SE included feelings of jealousy, not feeling smart even when the math is easy, and not feeling encouraged by teachers and parents. Examples of these factors for students with Low P/High SE included preferring completing assignments in a group and giving up when the mathematics gets difficult. The potential implications of this research may be used in elementary classrooms to help teachers identify outlier students as well as help students better align their self-efficacy with their achievement level. The intended audience of this research was elementary mathematics teachers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 641129
653 $a Correlation
653 $a Elementary
653 $a Mathematics achievement
653 $a Self-efficacy
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Utah State University. $b Education and Human Services. $3 1026542
773 0 $t Dissertations Abstracts International $g 77-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3736817 $z click for full text (PQDT)