scholarly journals Level, strength, and facet-specific self-efficacy in mathematics test performance

ZDM ◽  
2017 ◽  
Vol 49 (3) ◽  
pp. 379-395 ◽  
Author(s):  
Karin Elisabeth Sørlie Street ◽  
Lars-Erik Malmberg ◽  
Gabriel J. Stylianides
Keyword(s):  
Test Performance ◽  
Self Efficacy ◽  
Mathematics Test

scholarly journals Self-Efficacy Appraisals and Test-Taking Behavior of Students from Culturally Diverse Populations

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Menucha Birenbaum ◽  
Fadia Nasser-Abu Alhija
Keyword(s):  
Test Performance ◽  
Self Efficacy ◽  
Culturally Diverse ◽  
Mathematics Curriculum ◽  
Achievement Level ◽  
Score Distribution ◽  
Test Taking ◽  
Mathematics Test ◽  
8Th Graders ◽  
Diverse Groups

This study examined the relationships between self-efficacy calibration and test-taking behavior as measured by the percentage of skipped items, unreached items, and incorrect responses on a mathematics test. Jewish and Arab 8th graders in four achievement levels, as defined by quartiles of the test score distribution, were compared with respect to their mathematics self-efficacy and their test-taking behavior. The results indicated that in every achievement level Arab students as compared to their Jewish counterparts tended to report higher levels of self-efficacy and to attempt more items on the test, which resulted in a higher rate of incorrect responses. The results support previous research findings pointing to the detrimental effect that overestimation of SE has on performance. The results were discussed with reference to the metacognitive processes involved in estimation of self-efficacy and in test performance. The identified gaps between the two ethnic groups were discussed in light of the learning culture that characterizes each of them. The contribution of the Israeli context, whereby students from two culturally diverse groups study according to the same mathematics curriculum but in separate schools, to understanding factors underlying culture-related group differences in mathematics test performance was underscored.

Teaching Java™

2011 ◽  
pp. 185-201
Author(s):  
Henry H. Emurian
Keyword(s):  
User Interface ◽  
Graphical User Interface ◽  
Test Performance ◽  
Self Efficacy ◽  
Learning Processes ◽  
Instructional Materials ◽  
Classroom Observations ◽  
Simple Program ◽  
Hands On ◽  
Hands On Learning

Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed the following initial assignments to learn a simple program: (1) automated programmed instruction tutoring, (2) hands-on learning with a lecture, and (3) collaborative peer tutoring. Tests of knowledge transfer and software self-efficacy were administered before students began the first assignment and following completion of each one. The results showed progressive improvement in rule test performance and software self-efficacy across the several instructional events. Taken together, the results of these classroom observations extend the generality of previous work to an updated set of instructional materials and assignments, and that outcome shows the reliability of the learning processes with new groups of students. Students who are new to Java had the privilege of exposure to an initial repertoire of teaching tactics that are synergistic and cumulative.

Achievement, Attributions, Self-Efficacy, and Goal Setting by Accounting Undergraduates

2010 ◽  
Vol 106 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Pi-Yueh Cheng ◽  
Wen-Bin Chiou
Keyword(s):  
Goal Setting ◽  
Test Performance ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Junior College ◽  
Achievement Test ◽  
Proficiency Tests ◽  
Subsequent Test ◽  
Accounting Practice ◽  
Achievement Attributions

Correlations were examined between two measures of accounting self-efficacy, achievement goal setting, attributions, and scores on the Accounting Practice Achievement Test, obtained 1 yr. apart for 124 freshmen in junior college. Analysis indicated favorable attribution contributed to a higher mean score on accounting self-efficacy. Students with higher perceived self-efficacy performed better on the proficiency tests. Those with higher self-efficacy also set higher goals for subsequent achievement tests. Moreover, students who set higher achievement goals performed better. Goal setting mediated the relation of initial self-efficacy with subsequent test performance. However, the amount of variance accounted for by self-efficacy was small. An effective method for enhancing performance on an accounting achievement test might be to increase beneficial attributions, self-efficacy in accounting, and to encourage setting reasonable achievement goals.

scholarly journals Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

2010 ◽  
Vol 102 (3) ◽  
pp. 729-740 ◽  
Author(s):  
Lisa A. Fast ◽  
James L. Lewis ◽  
Michael J. Bryant ◽  
Kathleen A. Bocian ◽  
Richard A. Cardullo ◽  
...  
Keyword(s):  
Classroom Environment ◽  
Test Performance ◽  
Self Efficacy ◽  
Math Test

scholarly journals The Relationship Between Sources of Mathematics Self-Efficacy and Mathematics Test and Course Achievement in High School Seniors

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110401
Author(s):  
Bahadır Özcan ◽  
Yusuf Ziya Kültür
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Physiological State ◽  
Total Variance ◽  
Mathematics Test ◽  
Course Achievement ◽  
Mastery Experience ◽  
Test Achievement ◽  
Mathematics Course ◽  
Mathematics Self Efficacy

In school settings, sources of self-efficacy have the potential to directly and indirectly influence performance. The problem of this study is the direct relationship between sources of self-efficacy and achievement. In connection with this problem, the impact of sources of mathematics self-efficacy on high school senior students’ mathematics test and course achievement was investigated. The study consisted of 257 12th-grade high school students. The findings of the study showed that mathematics course and test performance increased, whereas the scores for mastery experience, social persuasions, vicarious experience, and physiological state increased, too. According to the results of the regression analysis on mathematics course achievement, the mastery experience significantly predicted mathematics course performance. It also explained 56% of the total variance in mathematics achievement. On the contrary, mastery experience, social persuasions, and physiological state significantly predicted mathematics test achievement, as well as explained 27% of the total variance in mathematics test achievement. In conclusion, sources of mathematics self-efficacy have effects on both mathematics test and course achievement.

Effects of Vigorous Intensity Physical Activity on Mathematics Test Performance

2015 ◽  
Vol 34 (3) ◽  
pp. 346-362 ◽  
Author(s):  
David Phillips ◽  
James C. Hannon ◽  
Darla M. Castelli
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Test Performance ◽  
Repeated Measures ◽  
Repeated Measures Design ◽  
Math Scores ◽  
Mathematics Test ◽  
Eighth Grade Students ◽  
Intensity Physical Activity ◽  
Activity Condition

The effect of an acute bout of physical activity on academic performance in school-based settings is under researched. The purpose of this study was to examine associations between a single, vigorous (70–85%) bout of physical activity completed during physical education on standardized mathematics test performance among 72, eighth grade students at a school in the Southwestern United States. Students received both a physical activity and nonactive condition, in a repeated measures design. Academic performance measures were collected at 30 and 45-minutes post condition. It was hypothesized that students would have greater gains in mathematics test scores post physical activity condition compared with post nonactive condition. Results reported students achieved 11–22% higher math scores at 30 minutes post physical activity condition compared with other time points (45 minutes post PA, 30 and 45 minutes post sedentary) (F(1, 68) = 14.42, p < .001, d = .90). Findings suggest that physical activity may facilitate academic performance in math.

scholarly journals Determining Physiological and Psychological Predictors of Time to Task Failure on a Virtual Reality S�rensen Test in Participants With and Without Recurrent Low Back Pain: Exploratory Study (Preprint)

2018 ◽  
Author(s):  
Megan E Applegate ◽  
Christopher R France ◽  
David W Russ ◽  
Samuel T Leitkam ◽  
James S Thomas
Keyword(s):  
Virtual Reality ◽  
Low Back Pain ◽  
Back Pain ◽  
Test Performance ◽  
Self Efficacy ◽  
Biceps Femoris ◽  
Erector Spinae ◽  
Low Back ◽  
History Of ◽  
Recurrent Low Back Pain

BACKGROUND Sørensen trunk extension endurance test performance predicts the development of low back pain and is a strong discriminator of those with and without low back pain. Performance may greatly depend on psychological factors, such as kinesiophobia, self-efficacy, and motivation. Virtual reality video games have been used in people with low back pain to encourage physical activity that would otherwise be avoided out of fear of pain or harm. Accordingly, we developed a virtual reality video game to assess the influence of immersive gaming on the Sørensen test performance. OBJECTIVE The objective of our study was to determine the physiological and psychological predictors of time to task failure (TTF) on a virtual reality Sørensen test in participants with and without a history of recurrent low back pain. METHODS We recruited 24 individuals with a history of recurrent low back pain and 24 sex-, age-, and body mass index–matched individuals without a history of low back pain. Participants completed a series of psychological measures, including the Center for Epidemiological Studies-Depression Scale, Pain Resilience Scale, Pain Catastrophizing Scale, Tampa Scale for Kinesiophobia, and a self-efficacy measure. The maximal isometric strength of trunk and hip extensors and TTF on a virtual reality Sørensen test were measured. Electromyography of the erector spinae, gluteus maximus, and biceps femoris was recorded during the strength and endurance trials. RESULTS A two-way analysis of variance revealed no significant difference in TTF between groups (P=.99), but there was a trend for longer TTF in females on the virtual reality Sørensen test (P=.06). Linear regression analyses were performed to determine predictors of TTF in each group. In healthy participants, the normalized median power frequency slope of erector spinae (beta=.450, P=.01), biceps femoris (beta=.400, P=.01), and trunk mass (beta=−.32, P=.02) predicted TTF. In participants with recurrent low back pain, trunk mass (beta=−.67, P<.001), Tampa Scale for Kinesiophobia (beta=−.43, P=.01), and self-efficacy (beta=.35, P=.03) predicted TTF. CONCLUSIONS Trunk mass appears to be a consistent predictor of performance. Kinesiophobia appears to negatively influence TTF for those with a history of recurrent low back pain, but does not influence healthy individuals. Self-efficacy is associated with better performance in individuals with a history of recurrent low back pain, whereas a less steep median power frequency slope of the trunk and hip extensors is associated with better performance in individuals without a history of low back pain.

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