scholarly journals Effects of Number Sense-Based Instruction on Sixth-Grade Students’ Self-Efficacy and Performance

2020 ◽  
Author(s):  
Çiğdem Alkaş Ulusoy
Keyword(s):  
Self Efficacy ◽  
Number Sense ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
And Performance ◽  
Based Instruction

A Comparison of Teacher and Student Perspectives of Tasks and Feedback

1997 ◽  
Vol 16 (4) ◽  
pp. 388-400 ◽  
Author(s):  
Bonnie L. Tjeerdsma
Keyword(s):  
Student Performance ◽  
Task Difficulty ◽  
Sixth Grade ◽  
Sources Of Information ◽  
Stimulated Recall ◽  
Expected Performance ◽  
Sixth Grade Students ◽  
And Performance ◽  
Performance Perceptions ◽  
Stimulated Recall Interviews

The purpose of this study was to directly compare teacher and student expectations for task difficulty and performance, perceptions of actual task difficulty, perceptions of student performance and effort, and perceptions of teacher feedback. Stimulated recall interviews following a 14-lesson volleyball unit were conducted with 8 sixth-grade students and their physical education teacher. The results revealed little congruency between student and teacher perspectives of task difficulty or perceptions of student performance and effort. The students and the teacher agreed the most on expected performance level and the least on perceptions of effort. Such differences in perspectives may be partially explained by the sources of information used by the teacher and students to form their expectations and perceptions. There was somewhat higher agreement between the teacher and students on the purpose of and affective reactions to skill-related feedback.

scholarly journals Genetic factors underlie the association between anxiety, attitudes and performance in mathematics

2019 ◽  
Author(s):  
Margherita Malanchini ◽  
Kaili Rimfeld ◽  
Zhe Wang ◽  
Stephen A. Petrill ◽  
Elliot M. Tucker-Dob ◽  
...  
Keyword(s):  
Mathematics Anxiety ◽  
Self Efficacy ◽  
Number Sense ◽  
Genetic Research ◽  
Mathematics Attitudes ◽  
Environmental Variance ◽  
General Anxiety ◽  
Genetic Overlap ◽  
Genetic And Environmental Factors ◽  
And Performance

AbstractStudents struggling with mathematics anxiety (MA) tend to show lower levels of mathematics self-efficacy and interest as well as lower performance. The current study addresses: (1) how MA relates to different aspects of mathematics attitudes (self-efficacy and interest), ability (understanding numbers, problem-solving ability, and approximate number sense) and achievement (exam scores); (2) to what extent these observed relations are explained by overlapping genetic and environmental factors; and (3) the role of general anxiety in accounting for these associations. The sample comprised 3,410 twin pairs aged 16-21 years, from the Twins Early Development Study. Negative associations of comparable strength emerged between MA and the two measures of mathematics attitudes, phenotypically (∼ -.45) and genetically (∼ -.70). Moderate negative phenotypic (∼ -.35) and strong genetic (∼ -.70) associations were observed between MA and measures of mathematics performance. The only exception was approximate number sense whose phenotypic (-.10) and genetic (-.31) relation with MA was weaker. Multivariate quantitative genetic analyses indicated that all mathematics related measures combined accounted for ∼75% of the genetic variance in MA and ∼20% of its environmental variance. Genetic effects were largely shared across all measures of mathematics anxiety, attitudes, abilities and achievement, with the exception of approximate number sense. This genetic overlap was not accounted for by general anxiety. These results have important implications for future genetic research concerned with identifying the genetic underpinnings of individual variation in mathematics-related traits, as well as for developmental research into how children select and modify their mathematics-related experiences partly based on their genetic predispositions.

scholarly journals SELF-EFFICACY ANALYSIS OF SIXTH GRADE MATHEMATICS LEARNING OUTCOMES IN SD N 7 KEBUMEN

2019 ◽  
Vol 1 (2) ◽  
pp. 181
Author(s):  
Febriana Setyowati ◽  
Susilaily Rahmawati ◽  
Kartika Chrysti Suryandari
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Sixth Grade ◽  
Study Data ◽  
Efficacy Analysis ◽  
Learning Success ◽  
Sixth Grade Students ◽  
Qualitative Descriptive ◽  
High Level

<em>The essence of mathematics is aimed at solving everyday problems. However, so far mathematics still a subject that is considered difficult. One factor that influences learning success is self-efficacy. This study aims to analyze the level of self-efficacy of sixth grade students on the results of mathematics learning. The sample in this study were all sixth grade students of SD Negeri 7 Kebumen as many as 20 students. This research is a qualitative descriptive study. Data collection techniques use: (1) Questionnaire; and (2) interviews (3) observations and (4) documentation. The analysis used is descriptive qualitative. The results showed that: Students in sixth grade SDN 7 Kebumen had varying levels of self-efficacy. Students who have a high level of self-efficacy get high mathematics learning outcomes, because they have confidence or self-efficacy and are more persistent in facing difficulties. Students who have low levels of efficacy get less satisfying learning outcomes.</em>

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