Self-Efficacy, Self-Regulation and Mathematics Performance of Competitive Junior Rowers vs. Regular Students

2021 ◽  
Author(s):  
Larissa Vent ◽  
Stephan Schiemann ◽  
Philipp Alexander Freund
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Professional Sports ◽  
Mediating Effect ◽  
Competitive Sports ◽  
Academic Education ◽  
Total N ◽  
And Mathematics ◽  
Regular Students ◽  
Positive Effect

Abstract. Young athletes face mental challenges both in competitive sports and in school. High self-efficacy and self-regulation competence contribute to an individual’s ability to successfully master these challenges. The present study links the domains of competitive sports and academic education by investigating the relationships of self-efficacy and self-regulation to performance in mathematics lessons. Here, we compare competitive rowers ( n = 239) and “regular” students ( n = 171; total N = 410). The competitive rowers showed a higher subjective expectation of self-efficacy, which in both groups had a positive effect on mathematics grades. While self-regulation had a mediating effect on the competitive rowers in this context, we observed no significant effect for the regular students. The study provides evidence that competitive athletes are apt to use psychosocial resources fostered by professional sports training across domains.

scholarly journals PENGARUH EFIKASI DIRI DAN REGULASI DIRI TERHADAP HASIL BELAJAR MATEMATKA SISWA KELAS X SMA ALKHAIRAAT 1 PALU

2020 ◽  
Vol 3 (1) ◽  
pp. 61-68
Author(s):  
Aflan Rustam ◽  
Dewi Sri Wahyuni
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Regression Coefficient ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Coefficient Of Determination ◽  
Independent Variables ◽  
Ex Post ◽  
And Mathematics ◽  
Positive Effect

This type of research is ex-post facto which is causal. The population in this study were all students of class X at Alkhairaat High School 1 Palu. The population in this study was less than 100, namely 52 students. By this, the researcher did not conduct sampling in this study, so this study was a population research. The research variables included self-efficacy (X1), self-regulation (X2), namely as independent variables and mathematics learning outcomes (Y) as the dependent variable. Data collection techniques using documentation, tests and questionnaires. The prerequisite test shows that the data in this study are normally distributed, so hypothesis testing uses multiple regression analysis through the SPSS 23 application. The results of this study indicate that: 1) the level of self-efficacy of students is 71 in the medium category. 2) the level of self-regulation of students is 141 in the medium category. 3) the level of mathematics learning outcomes of students is 63 in the medium category. 4) significant value of self-efficacy of 0,000 <0,05 and a regression coefficient of 0,446 with a positive value, then H0 is rejected and Ha is accepted meaning self-efficacy has a positive effect on mathematics learning outcomes. 4) significant value of self-regulation of 0,000 <0,05 and has a regression coefficient value of 0,264 with a positive value, then H0 is rejected and Ha is accepted meaning self regulation has a positive effect on the learning outcomes of mathematics. 5) R Square coefficient or coefficient of determination shows that the percentage contribution of the influence of independent variables is 58.5%. This shows that self-efficacy and self-regulation influence the mathematics learning outcomes by 58.5% and the other 41.5% are influenced by variables outside of self-efficacy and regulation

scholarly journals The Mediating Effect of Creativity on the Relationship Between Mathematic Achievement and Programming Self-Efficacy

2022 ◽  
Vol 12 ◽  
Author(s):  
Jun Liu ◽  
Meng Sun ◽  
Yue Dong ◽  
Fei Xu ◽  
Xue Sun ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Mathematics Learning ◽  
Positive Influence ◽  
Mediating Effect ◽  
School Students ◽  
Programming Education ◽  
And Mathematics ◽  
Math Test ◽  
Math Test Scores ◽  
The Relationship

Purpose: This study aimed to explore the relationship between mathematic achievement and programming self-efficacy, and adopt a mediation model to verify the mediating role of creativity on the relationship between mathematic achievement and programming self-efficacy.Methods: A total of 950 upper-secondary school students were surveyed using their math test scores, the Kirton Adaption-Innovation and the Programmed Self-Efficacy Scale. SPSS-26 was used for descriptive statistical analysis and correlation analysis of related variables. The PROCESS plugin was used to test the mediating effect of creativity.Results: (1) Mathematic achievement has a positive effect on programming self-efficacy, mathematic achievement is positively related to creativity, and creativity also has a positive influence on programming self-efficacy. (2) Creativity has a mediating effect on the relationship between mathematic achievement and programming self-efficacy.Conclusion: The results revealed that mathematic achievement affected programming self-efficacy directly and also indirectly through creativity. This provided certain ideas for the development of programming education for teenagers. Since students’ mathematics learning and creativity are related to programming learning, it is necessary to pay attention to the integration of the disciplines of programming education and mathematics. Further, the cultivation of innovative thinking is also critical to facilitate programming learning.

Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement

2017 ◽  
Vol 4 (6) ◽  
pp. 33-40
Author(s):  
Tatiana Fomina
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
Mathematical Tasks ◽  
General Level ◽  
9Th Grade ◽  
And Mathematics

This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade. Keywords: Self-regulation, math self-efficacy, math interest, achievement;

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

2007 ◽  
Vol 37 (3) ◽  
pp. 267-288 ◽  
Author(s):  
Dianna J. Spence ◽  
Ellen L. Usher
Keyword(s):  
Mathematics Achievement ◽  
Learning Environments ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Online Environment ◽  
And Mathematics ◽  
Computer Self Efficacy ◽  
Mathematics Self Efficacy

This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade self-efficacy and age jointly predicted achievement. These findings support the views that mathematics self-efficacy is among the most significant predictors of mathematics achievement; computer self-efficacy and computer playfulness are associated with courseware engagement; and self-regulation is an important component of e-learning. Implications for researchers and educators are discussed.

scholarly journals “Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students' Academic Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Hui Zhao ◽  
Xiaoxian Liu ◽  
Chunhui Qi
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Henan Province ◽  
Mediating Effect ◽  
Developmental Feedback ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Positive Effect

Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.

scholarly journals Entrepreneurial Self-Efficacy and Entrepreneurial Intention: The Mediating Role of Entrepreneurship Intentional Self-Regulation among Undergraduate Students

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Cynthia Elitha ◽  
Debora Eflina Purba
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Self Regulation ◽  
Strong Relationship ◽  
Entrepreneurial Intention ◽  
Mediating Effect ◽  
Mediating Role ◽  
Intentional Self Regulation ◽  
The Relationship

Prior studies have explored the correlation between students’ Entrepreneurial Self-Efficacy and Entrepreneurial Intention, where several studies found a strong relationship between them, while others suggested moderate even weak correlation on it. This research aims to explore the mediating effect of Entrepreneurship Intentional Self-Regulation (EISR) on the relationship between Entrepreneurial Self-Efficacy (ESE) and Entrepreneurial Intention (EI) among undergraduate students in Indonesia. There is a need to explain this concept considering that the emergence of entrepreneurs is one of the government’s priorities in Indonesia. Data were collected from 299 undergraduate students on their final year of studies from eight universities which provide entrepreneurship education in Jakarta and Bandung. Hayes’s PROCESS Macro in SPSS was used to analyse the effect and showed that  Entrepreneurship Intentional Self-Regulation (EISR) was fully mediated the relationship between Entrepreneurial Self-Efficacy and Entrepreneurial Intention among undergraduate students in Indonesia.

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