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.

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.

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.

Adapting Sources of Middle School Mathematics Self-Efficacy Scale to Turkish Culture

2017 ◽  
Vol 6 (4) ◽  
pp. 288
Author(s):  
Hakkı Kontas ◽  
Bahadır Ozcan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Physiological State ◽  
Vicarious Experience ◽  
School Students ◽  
Turkish Culture ◽  
Reliable Instrument ◽  
Mastery Experience ◽  
Mathematics Self Efficacy

<p>The purpose of this study was to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by Usher and Pajares to Turkish culture. This scale assesses Bandura’s theorized sources of self-efficacy among mathematics students in middle school. After the Turkish version of the scale was formed, it was applied 6th, 7th and 8th grades 282 middle school students (157 girls and 125 boys). Results of Confirmatory Factor Analysis (CFA) showed good fit indeces; χ2/sd= 2.25, RMSEA= .06, CFI= .98, NNFI= .97 and SRMR= .05. These values indicated that the proposed four factor model was acceptable for this Turkish sampling. The reliability coefficient estimated by Cronbach alpha was found; mastery experience α= .86, vicarious experience α= .75, social persuasions α= .94, physiological state α= .91. Also the reliability coefficient estimated by split-half was found; mastery experience α= .81, vicarious experience α= .73, social persuasions α= .92, physiological state α= .89. Deciding on stability of the scale test-retest applied to 36 studens for 16 days interval. Results showed that mastery experience r= .67, vicarious experience r= .48, social persuasions r= .63, physiological state r= .41. These values indicated that this scale is a reliable instrument for Turkish sampling. In conlusion, Sources of Mathematics Self-Efficacy Scale is a valid and reliable instrument to meeasure sources of mathematics self-efficacy for middle school students in Turkish culture.</p>

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.

scholarly journals The Relation Between Academic Boredom of Students with Mathematics Self-Efficacy and Mathematics Anxiety

2020 ◽  
Vol 13 (2) ◽  
pp. 30-42
Author(s):  
Hüseyin ŞİMŞEK ◽  
Sultan Selen KULA ◽  
Bilal ÖZÇAKIR ◽  
Tuba CEYLAN ÇELİKER
Keyword(s):  
Middle School ◽  
Mathematics Anxiety ◽  
Self Efficacy ◽  
Middle Level ◽  
The Self ◽  
Vicarious Experience ◽  
School Students ◽  
8Th Grade ◽  
And Mathematics ◽  
Mathematics Self Efficacy

Abstract: The aim of this study is to determine the relationship between academic boredom with academic self-efficacy and mathematics anxiety of 280 middle school students. Both the descriptive and correlational survey models were used in line with the sub-problems of the study. In this study, Level of Boredom Scale, Sources of Middle School Mathematics Self-Efficacy Scale, and Revised Fennema-Sherman Mathematics Anxiety Scale-Elementary were used as data collection tools. It was found that 5th, 6th, 7th and 8th grade students had middle level academic boredom in mathematics classes regardless of their grade levels. It was concluded that the self-efficacy perceptions related to performance accomplishments, vicarious experience and verbal persuasion were high in each class level, whereas the self-efficacy perceptions of emotional arousal were low. In general, it was relevealed that the anxiety of students in mathematics lessons was low while 8th grade students' mathematics anxiety was higher than the 5th, 6th and 7th grade students. Moreover, findings also revealed that there was a low positive relationship between students' boredom in mathematics lessons and vicarious experience which is used in lessons. No relation was found between the boredom and mathematics anxiety of students.

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