Gender Differences in Mathematics Self-Efficacy Beliefs

2004 ◽  
pp. 294-315 ◽  
Author(s):  
Frank Pajares
Keyword(s):  
Gender Differences ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Mathematics Self Efficacy

Mathematics Self-Efficacy in the Education of Youngsters and Adults: The Vanda’s Case

2019 ◽  
Vol 21 (3) ◽  
pp. 75-90
Author(s):  
Ana Cristina Ferreira ◽  
Carolina Soares Rodrigues
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Single Case ◽  
School Achievement ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
Self Confidence ◽  
Mathematics Self Efficacy

Literature has pointed out, for at least two decades, that the perceptions about one’s own competency influence the motivation to learn and the school achievement. However, in the case of the Education for Youngsters and Adults (EJA), the beliefs and emotions related to the students’ own self-percepts as learners, especially as Mathematics learners, have not been given proper attention. In this article, we present a case study whose purpose was to investigate possible mobilizations of the Mathematics self-efficacy beliefs by an EJA student throughout the development of Mathematics tasks, which were created based on a theoretical framework. The research - from the development of the activities through the analysis - was based on Albert Bandura’s Social Cognitive Theory, in particular, on the concept of self-efficacy. For seven months we collected data through questionnaires, semi-structured interviews, the researchers' field journal, and video recordings of a few Mathematics class of a high school class at a public school, in Divinópolis, Minas Gerais, Brazil. The results showed strong evidence of mobilization of the self-efficacy beliefs on Vanda’s behalf. However, albeit there has been observed more persistence by the student when carrying out her activities, her more active and autonomous participation, as well as her self-confidence and emotional well-being, it was also verified that the student’s behavior, feelings, and perceptions under evaluative situations evinced a slight change with regards to controlling negative emotions in those situations. In spite of being a single case, this work contributes to shed light on the Mathematics self-efficacy beliefs held by EJA students, as well as on the teacher’s role in the process.

scholarly journals The Effectiveness of Peer Tutoring in the Teaching of Mathematics

2010 ◽  
Author(s):  
Siew Ling Gan ◽  
Kian Sam Hong
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Instructional Methods ◽  
Female Students ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematics Self Efficacy

Purpose – This study examined the effectiveness of peer tutoring in the teaching of Mathematics in a Malaysian government secondary school. This study also investigated the effects of peer tutoring on interest in learning mathematics, perceptions of instructional methods and mathematics self-efficacy, as well as gender differences for the various variables.   Method – This study utilised the pretest-posttest with control group quasi-experimental research design. Two form four classes were randomly assigned to be taught using peer tutoring, and taught using lectures and exercises. The research instruments used in the study were a pretest, a posttest, and a questionnaire.   Findings – Results showed that students who received peer tutoring had higher gain scores in the mathematics achievement tests compared to those receiving traditional instruction. In addition, female students performed better in the mathematics achievement tests. However, there was no interaction effect between gender and instructional methods used. Students in the peer tutoring groups showed higher interest in learning mathematics and mathematics self-efficacy. They also showed positive perceptions toward peer tutoring. In the peer tutoring group, female students showed higher interest in mathematics than male students. However, gender differences were not evident for mathematics self-efficacy and perceptions toward peer tutoring. Thus, it could be concluded that peer tutoring is a potentially effective instructional method that could be practised in secondary mathematics teaching and learning in Malaysian schools in tandem with other existing instructional methods.   Value – Peer tutoring has not been widely studied in the context of the Malaysian classroom. This paper provides empirical findings supporting the effectiveness of peer tutoring as an instructional approach in enhancing students’ learning of mathematics irrespective of gender. In addition, peer tutoring can also augment students’ interest toward learning mathematics and their mathematics selfefficacy.

scholarly journals Self-efficacy and Attitude toward Mathematics: A Multigroup Invariance Analysis and Gender Difference

2018 ◽  
Vol 5 (2) ◽  
pp. 1-10
Author(s):  
Elizar Elizar ◽  
I Gusti Ngurah Darmawan
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Self Efficacy ◽  
Positive Attitude ◽  
T Test ◽  
Male Students ◽  
P Value ◽  
Attitude Scales ◽  
And Gender ◽  
Mathematics Self Efficacy

This article aims to examine multigroup invariance of Mathematics Self-efficacy and Attitude Scales (MSAS) and examine gender differences of MSAS across gender. 1135 (630 female and 505 male) Year 9 students in Aceh, Indonesia were involved in the study. The analysis of invariance is conducted to examine whether the items in the MSAS are operating equivalently between Year 9 female and male students in the province of Aceh, Indonesia. The analysis discovered the evidence of multigroup equivalence of the MSAS across gender (p value is not statistically significant or ∆CFI ≤ 0.01). An independent t-test found that attitude toward mathematics is significantly different between female and male students. Females have a more positive attitude toward mathematics. This study may be used as one of the evidences as for the needs to enhance male students attitude toward mathematics

MEDIATING EFFECT OF SELF-EFFICACY ON THE RELATIONSHIP BETWEEN INSTRUCTION AND STUDENTS’ MATHEMATICAL REASONING

2021 ◽  
Vol 12 (1) ◽  
pp. 73-92
Author(s):  
Angel Mukuka ◽  
Védaste Mutarutinya ◽  
Sudi Balimuttajjo
Keyword(s):  
Cognitive Abilities ◽  
Self Efficacy ◽  
Mathematical Reasoning ◽  
Efficacy Beliefs ◽  
Mediating Effect ◽  
Instructional Approach ◽  
Before And After ◽  
Quasi Experimental ◽  
The Relationship ◽  
Mathematics Self Efficacy

Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.

scholarly journals AN INVESTIGATION OF 10th GRADE STUDENTS’ SELF-EFFICACY BELIEFS IN MATHEMATICS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Farah Deeba, Sana Hafeez, Shazia Noureen
Keyword(s):  
Self Efficacy ◽  
Strong Predictor ◽  
Efficacy Beliefs ◽  
Test Statistics ◽  
Successful Completion ◽  
Verbal Persuasion ◽  
10Th Grade ◽  
To Come ◽  
Mind Set ◽  
Mathematics Self Efficacy

The core of the survey was to investigate Mathematics self-efficacy of those students who study at 10th grade. Overall, 245 students of grade 10 were engaged as respondents of this survey. To evoke efficacious inclination of students, a translated version (Urdu) of “Sources of Mathematics self-efficacy Scale” originally developed by Lopez and his associates (1991) was administered which presented the items on five levels based on Likert type entailing 40 statements of efficacy indicating its four emerging dimensions as “Performance Accomplishment, Vicarious Information, Verbal Persuasion and Emotional Arousal”. Using SPSS for the analysis of data, both descriptive (mean, standard deviation) and inferential (t-test) statistics were used. It was inferred from the overall analysis that the four self-efficacy sources were positively effecting the self-efficacy beliefs of students in Mathematics. However, boys are more influenced by the knowledge they get on their successful completion of task. They also enjoy comparing themselves with other peers. On the other hand, when girls are verbally encouraged, they feel confident while they also feel more anxiety as compared to boys. Sector was difference was also significant as students of public sector schools feel confident over successful completion of task that they can do well in future because they performed it in past with precision while students of private sector schools were more confident on influential effects by rest of the sources. In short, students found to be efficacious and all factors or sources contributed in making their mind set to be more efficacious to deal with Mathematics although with varying degree. Now it is the responsibility of teachers of Mathematics to come forward to provide them such activities that may involve them more in advanced level learning of Mathematics and help them in coping this subject in a more successful manner. In this way, self-efficacy can be a strong predictor of their academic gains. Efficacy in Mathematics cannot be differentiated on gender basis as it is a myth that boys always have natural inclination and therefore their self-efficacy beliefs are high than girls

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