Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement

2017 ◽  
Vol 64 ◽  
pp. 28-42 ◽  
Author(s):  
Timothy J. Cleary ◽  
Brittany Velardi ◽  
Bracha Schnaidman
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
The Self ◽  
School Students ◽  
And Mathematics ◽  
Strategic Skills ◽  
Empowerment Program

The Direct and Indirect Effects of Computer Uses on Student Success in Math

2016 ◽  
Vol 6 (3) ◽  
pp. 48-64 ◽  
Author(s):  
Sunha Kim ◽  
Mido Chang ◽  
Namok Choi ◽  
Jeehyun Park ◽  
Heejung Kim
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Immigrant Students ◽  
Mathematics Performance ◽  
Equation Modeling ◽  
School Students ◽  
Study Results ◽  
And Mathematics ◽  
Mathematics Self Efficacy

To promote the academic success of middle school students, the authors examined the effects of computer uses on mathematics self-efficacy and mathematics performance of students, paying focused attention to immigrant students. They analysed the effects of computer use for schoolwork and gaming of middle school students applying a Structural Equation Modeling (SEM) to Trends in International Mathematics and Science Study (TIMSS) USA. The results showed that when students frequently used computer for schoolwork, they revealed high mathematics self-efficacy, which in turn led to high mathematics performance. On the other hand, the students that used computer for gaming frequently indicated low mathematics self-efficacy and mathematics performance. The authors' study results highlight the importance of guiding students to use computers properly, which is directly and indirectly associated with students' self-efficacy and performance in mathematics.

scholarly journals Evaluation of an Afterschool Mentorship Program for Self-Efficacy

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Atia D Mark ◽  
Steve Wells
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Character Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Interview Data ◽  
The Self ◽  
Relationship Building ◽  
School Students ◽  
Mentorship Program

Middle school students in Nova Scotia, Canada, are perceived to have low self-efficacy for achieving learning outcomes. While strong self-efficacy beliefs, developed through effective curricula, have been linked to improved academic performance, there is a need for formal evaluation of such curricula. The purpose of this study was to investigate a 10-week afterschool mentorship curriculum that has never been evaluated. The aim of the curriculum is to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura’s theory of self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of seven adult caregivers and the program’s instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle school students before and after program participation using the Children’s Hope Scale. Comparison of pre- and posttest scores did not show remarkable differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children’s self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle school students.

Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation

2009 ◽  
Vol 46 (1) ◽  
pp. 275-314 ◽  
Author(s):  
Ellen L. Usher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Affective States ◽  
School Students ◽  
Course Placement ◽  
And Mathematics

According to A. Bandura’s (1986) social cognitive theory, individuals form their self-efficacy beliefs by interpreting information from four sources: mastery experience, vicarious experience, social persuasions, and physiological or affective states. The purpose of this study was to examine the heuristics students use as they form their mathematics self-efficacy from these and other sources. Semistructured interviews were conducted with eight middle school students who reported either high or low self-efficacy and with students’ parents and mathematics teachers. Students relied on information from all four hypothesized sources, which were combined according to various heuristics. Teaching structures, course placement, and students’ self-regulated learning also emerged as important factors related to self-efficacy. Results refine and extend the tenets of social cognitive theory.

The Direct and Indirect Effects of Computer Uses on Student Success in Math

2018 ◽  
pp. 322-340
Author(s):  
Sunha Kim ◽  
Mido Chang ◽  
Namok Choi ◽  
Jeehyun Park ◽  
Heejung Kim
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Middle School Students ◽  
Self Efficacy ◽  
Immigrant Students ◽  
Mathematics Performance ◽  
School Students ◽  
And Performance ◽  
And Mathematics ◽  
Mathematics Self Efficacy

To promote the academic success of middle school students, the authors examined the effects of computer uses on mathematics self-efficacy and mathematics performance of students, paying focused attention to immigrant students. They analysed the effects of computer use for schoolwork and gaming of middle school students applying a Structural Equation Modeling (SEM) to Trends in International Mathematics and Science Study (TIMSS) USA. The results showed that when students frequently used computer for schoolwork, they revealed high mathematics self-efficacy, which in turn led to high mathematics performance. On the other hand, the students that used computer for gaming frequently indicated low mathematics self-efficacy and mathematics performance. The authors' study results highlight the importance of guiding students to use computers properly, which is directly and indirectly associated with students' self-efficacy and performance in mathematics.

scholarly journals AN INVESTIGATION OF VARIOUS VARIABLES’ EFFECTS ON MIDDLE SCHOOL STUDENTS’ SKILLS OF RECOGNIZING FIGURE PATTERNS

2013 ◽  
Vol 55 (1) ◽  
pp. 45-56
Author(s):  
Abdullah Cagri Biber ◽  
Abdulkadir Tuna ◽  
Lutfi Incikabi ◽  
Engin Yigit
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Achievement ◽  
Strong Relationship ◽  
Female Students ◽  
Survey Method ◽  
School Students ◽  
Grade Levels ◽  
Test Female ◽  
And Mathematics

The purpose of this study was to investigate the middle school students’ skill of determining figure patterns in terms of the variables of gender, grade, and mathematics achievement. Being descriptive in nature, this study conducted through relational survey method. The participants of the study were total of 137 (fifth, sixth and seventh grade) students from a middle school placed in a province of northern Turkey. Among the results of the study were that the students’ skills of detecting figure pattern did not considerably affected by their grade levels. However, in the figure pattern test female students were more successful than the males. Moreover, a positively-directed strong relationship was detected among the points which students get from mathematic lesson and their achievement in the figure pattern test. Based on the observations done, the middle school students’ mistakes in the test were mostly due to their lack of attention to the questions; they mostly focused on the drawing of the figure patterns and did not think the relation between the number of figures and steps. Key words: figure patterns, mathematics education, middle school students.

Authentic Science with Dissemination Increases Self-Efficacy of Middle School Students

2019 ◽  
Vol 59 (6) ◽  
pp. 1497-1508
Author(s):  
E Dale Broder ◽  
Katie E Guilbert ◽  
Robin M Tinghitella ◽  
Shannon M Murphy ◽  
Cameron K Ghalambor ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
After School ◽  
Stem Careers ◽  
School Students ◽  
Homogeneous Groups ◽  
And Gender ◽  
And Mathematics ◽  
K 12

Abstract Ethnically and gender diverse groups are more efficient, creative, and productive than homogeneous groups, yet women and minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce. One contributor is unequal access to high-quality STEM education based on socioeconomic status and race, which we may be able to address through inquiry-based out-of-school time programs. Here we describe a 6-month after-school program that allows an underrepresented community of middle school students to conduct original scientific research that they present at a conference each year. Through qualitative assessments and interviews, we found a trend for increased interest in STEM careers and self-efficacy in participants. Self-efficacy, or belief in one’s ability to succeed, predicts performance and persistence in STEM. Both self-efficacy and interest in STEM careers increased after students presented their research at a conference, highlighting the unexplored importance of dissemination for shaping self-efficacy in K-12 students. Small after-school programs like ours can be easily accomplished as broader impacts by scientists, and well-designed programs have the potential to positively affect change by increasing access and participation in STEM for diverse students.

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