Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

2014 ◽  
Vol 64 (4) ◽  
pp. 306-322 ◽  
Author(s):  
Molly M. Jameson ◽  
Brooke R. Fusco

Adult learners comprise a significant portion of current undergraduate populations, and projections indicate steady or growing numbers of adult learners in the future. Previous research has suggested that adult learners possess lower self-confidence than and face barriers not experienced by traditional undergraduate students. These constructs have not been explored specifically within mathematics, however, which was the purpose of the current study. Using data collected from 226 undergraduate students (60 traditional students, 166 adult learners), the current research found that adult learners self-report lower levels of math self-efficacy and higher levels of math anxiety than their traditional peers. Implications for adult education are suggested.

2020 ◽  
Vol 24 (4) ◽  
pp. 379-394
Author(s):  
James J Palestro ◽  
Molly M. Jameson

A clear inverse relationship exists between efficacy and anxiety and anxiety and performance in mathematics. However, efficacy is domain- and task-specific, so the role that specific types of efficacy play in the anxiety-performance relationship is less clear. Emotional self-efficacy moderates this relationship in children, but research has not yet examined its role with math anxiety and performance in undergraduate students who have more developed emotional regulation. Further, understanding the role of self-efficacy for different tasks (i.e., efficacy for math versus for emotion regulation) is important to understanding math anxiety and how to intervene for math anxious individuals. Therefore, the purpose of the current study was to explore the moderating and/or mediating role of both math self-efficacy and emotional self-efficacy in undergraduate students using indirect effects analyses. One hundred and fifteen students at a mid-sized state university in the Midwest United States completed self-report measures of emotional self-efficacy, math self-efficacy, and math anxiety before completing a standardized measure of math performance. Results of indirect effects analyses determined that math self-efficacy had an indirect effect on the anxiety-performance relationship while emotional self-efficacy had neither indirect nor moderating effects on the math anxiety-performance relationship.


2021 ◽  
Vol 41 (1) ◽  
pp. 27-38
Author(s):  
Victor V. Ermolaev ◽  
Julia Voroncova ◽  
Daria K. Nasonova ◽  
Alena I. Chetverikova

Background. The study of the psychological characteristics of social fears during the first wave of COVID-19 indicated that Russian citizens were massively in a state of fear. The persisting threat of a pandemic throughout the year, the inconsistency of managerial decisions in the absence of a coherent strategy to combat COVID-19, obviously create growing social tension in Russia, which is projected onto the psychological level of the state of modern society. Objective. To identify the dynamics of social fears among Russian citizens during the first and second waves of COVID-19. Hypothesis: there is a tendency for the growth of social fears among Russian citizens during the second wave of COVID-19, while the media continues to form a depressive and depressing “picture of the world”. Design. Psychodiagnostics was carried out remotely using Google forms. Sample size: 497 people. At the first stage (the first wave — March / April, 2020), 253 people were tested. At the second stage (second wave — October / November, 2020), 244 people passed testing, of which 150 took part in the periods of both the first and second waves, and 94 — only during the second wave. At the third stage, statistical analysis was carried out in order to identify the dynamics of social fears. Results. From the moment COVID-19 began to the peak of the second wave, Russian citizens showed negative dynamics, characterized by: 1) an increase in the experience of social fears associated with failure and defeat, as well as rejection and suppression; 2) an increase in the imbalance of trust caused by the growth of trust in the world and others, as trustworthy sources of information about the current danger, against the background of a steadily reduced trust in oneself; 3) a decrease in optimism and faith in the future with an increase in the intensity of emotional stress, as well as a desire to delegate responsibility for the events of one’s own life; 4) a general decrease in efficiency (based on the results of self-report). Conclusion. The information broadcast by the media about COVID-19 has a systemic psychological impact through the demonstration of a pessimistic “picture of the world”, which, creating an aggressive information field literally enveloping the psyche, destroys its self-confidence, social ties and group cohesion, and also fills it social fears, increasing the sense of social deprivation. The intended consequences will send the psychological community to develop a predictive model for overcoming this situation. In our opinion, the main thing in the work with the consequences of the pandemic is psychological assistance, the basis of which should be the methods of correction of the cognitive-affective sphere of the individual — the return of self-confidence and the transformation of the “picture of the world” of the present and future into a positive one. Particular attention should be paid to increasing collective cohesion and setting group goals that outline the future positive “picture of the world” of Russian society


2002 ◽  
Vol 30 (4) ◽  
pp. 347-357 ◽  
Author(s):  
Erica B. FÄldt Ciccolo ◽  
Per Johnsson

The question of subgroups in eating disorders was addressed in this study. According to the Diagnostic and Statistical Manual of Mental Disorders, IV, the two subtypes for anorexia nervosa are restricting and binge-eating/purging. For bulimia nervosa, the subtypes are purging and nonpurging. An attempt was made here to examine alternative ways to create meaningful subgroups in the eating-disordered patient group. A cluster analysis was performed in a group of 52 female patients (AN=21, BN=31). Fifty-five undergraduate students served as a control group. Three self-report instruments were used: the Eating Disorder Inventory-2, Karolinska Scales of Personality, and Tennessee Self-Concept Scale. The results reveal three different groups of patients. Factors like poor interoceptive ability and high degree of somatization differentiate between the groups, and contribute to severity of pathology, as well as to lower levels of self-concept.The results reveal three different groups of patients. Factors like poor interoceptive ability and high degree of somatization differentiate between the groups, and contribute to severity of pathology, as well as to lower levels of self-concept.


SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094100
Author(s):  
Haifa F. Bin Mubayrik

The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.


2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.


2000 ◽  
Vol 86 (3) ◽  
pp. 895-898 ◽  
Author(s):  
Karl Schweizer

The predictability of the evaluation of preparing for an oral examination by means of self-concept and self-esteem as well as optimism and self-efficacy was investigated in a sample of 49 university students. Self-concept was measured by Frankfurter Selbstkonzeptskalen, self-esteem by the 16PF-O scale, personal optimism, social optimism, and self-efficacy by Fragebogen für Personalen Optimismus und Sozialen Optimismus—Erweitert, and the evaluation of the preparation by a self-report sheet. Data were collected 5 wk. before the examination. The self-report sheet was given again one week before the examination. Significant correlations of self-report scores with self-concept scores as well as 16PF-O scores representing past experiences were found for the first assessment. The correlations with personal optimism scores and self-efficacy scores representing expectations were also significant for the second assessment.


Author(s):  
Teresa Torres-Coronas ◽  
Maria-Arántzazu Vidal-Blasco ◽  
Mario Arias-Oliva ◽  
Ricard Monclús-Guitart

This chapter focuses upon the digital competences and the entrepreneurial self-efficacy of undergraduate students at Universitat Rovira i Virgili, a public university located in the autonomous region of Catalonia, in Spain. The objective of this research study is to determine whether higher education institutions foster self-employment opportunities by helping students to develop the digital competences and (e)-entrepreneurial self-efficacy they need. This preliminary study shows that tertiary educational system in Spain is good at putting into practice the Bologna process, but it might not be so good at building up entrepreneurial self-confidence among their graduate students.


2016 ◽  
Vol 3 (4) ◽  
Author(s):  
R. Ramasamy ◽  
Dr. D.V. Nithyanandan

The purpose of this study was to investigate the relationship between self-efficacy, confidence and exploration factors of career development among undergraduate students. Also, it was hypothesized that Gender, Education status, Nature of study, Type of family would make significant differences in career self-efficacy, career confidence and career exploration. The study was conducted on 194 undergraduate students by the direct administration of career self-efficacy scale, the scale of career confidence, the scale of career exploration behavior-short form and personal information form. Among them 134 were males and 60 were females. The data were subjected to Karl Pearson’s product moment correlation and one way ANOVA. The result revealed significant positive relationship among self-efficacy, confidence and exploration factors of career development and significant demographic difference in these variables among the undergraduate students. Female undergraduate students were found to have more career self-efficacy, confidence, career exploration behaviors than male undergraduate students. Undergraduate students without arrears are found to have more career self-efficacy and self-confidence than students with arrears. Career exploration behavior does not significantly differ between students without arrears and with arrears. The hosteller undergraduate students were found to have more career self-efficacy and career exploration behavior than the day scholar undergraduate students. Career confidence does not significantly differ between hostellers and day scholars. Students of nuclear family have more career self-efficacy than joint family undergraduate students. The results are interpreted based on the career development theories.


Sign in / Sign up

Export Citation Format

Share Document