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Examining Relationships among Undergraduate Precalculus Students' Mathematical Mindsets, Satisfaction, and Success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining Relationships among Undergraduate Precalculus Students' Mathematical Mindsets, Satisfaction, and Success./
作者:	Zambesi, Aletheia Lynn.
面頁冊數:	1 online resource (230 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29066914click for full text (PQDT)
ISBN:	9798802715147

Examining Relationships among Undergraduate Precalculus Students' Mathematical Mindsets, Satisfaction, and Success.
Zambesi, Aletheia Lynn.

Examining Relationships among Undergraduate Precalculus Students' Mathematical Mindsets, Satisfaction, and Success. - 1 online resource (230 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--The University of West Florida, 2022.

Includes bibliographical references

Students are entering postsecondary institutions without the mathematical skills needed to be successful in science, technology, engineering, and mathematics majors (STEM), leading to a shortage of qualified graduates. Consequently, institutions must identify ways to increase satisfaction and performance in mathematics. Mindset theory, with constructs of malleability of mindset and brain growth and plasticity, suggests that some people believe that intelligence is fixed while others believe intelligence can be increased through effort and study. The purpose of this quantitative quasi-experimental study was to examine the difference in freshman-level undergraduate precalculus students' mathematical growth mindsets after completing an online mindset training and to examine the relationships among students' mindset, satisfaction, and success in precalculus at a regional comprehensive university in the Southeastern United States. This study utilized a nonequivalent control group design, and it implemented an initial and postsurvey based on the Mathematics-Oriented Implicit Theories of Intelligence Scale (MOITIS) and the Mathematics Aptitudes and Perceptions Survey (MAPS) to measure mindset and satisfaction. The analysis of covariance (ANCOVA) was statistically significant, F(1, 151) = 9.977 and p = .002, indicating a difference in the mindsets of participants completing mindset interventions. Correlation analyses showed a significant positive correlation between growth mindset and satisfaction in mathematics, r(154) = .379, p < .001 two-tailed, and between growth mindset and performance, rs(154) = .205, p < .011 two-tailed. The results of this study may be used to justify the implementation of mindset interventions at postsecondary institutions. Further research may expand the study into additional gateway STEM courses.

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

Mode of access: World Wide Web

ISBN: 9798802715147Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

FreshmenIndex Terms--Genre/Form:

542853
Electronic books.

Examining Relationships among Undergraduate Precalculus Students' Mathematical Mindsets, Satisfaction, and Success.
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