Changes in Students' Self-Efficacy When Learning a New Topic in Mathematics: A Micro-Longitudinal Study

Autor/inn/en	Street, Karin E. S.; Malmberg, Lars-Erik; Stylianides, Gabriel J.
Titel	Changes in Students' Self-Efficacy When Learning a New Topic in Mathematics: A Micro-Longitudinal Study
Quelle	In: Educational Studies in Mathematics, 111 (2022) 3, S.515-541 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Street, Karin E. S.) ORCID (Malmberg, Lars-Erik) ORCID (Stylianides, Gabriel J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10165-1
Schlagwörter	Self Efficacy; Longitudinal Studies; Attitude Change; Mathematics Instruction; Lesson Plans; Learner Engagement; Academic Persistence; Mathematics Achievement; Student Attitudes; Learning Processes; Task Analysis; Difficulty Level; Individual Differences; Grade 6; Grade 10; Measurement; Teaching Methods; Comparative Analysis; Algebra; Fractions; Geometry + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Attitudinal change; Einstellungsänderung; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Learning process; Lernprozess; Aufgabenanalyse; Schwierigkeitsgrad; Individueller Unterschied; School year 06; 6. Schuljahr; Schuljahr 06; Messverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Bruchrechnung; Geometrie
Abstract	Self-efficacy in mathematics is related to engagement, persistence, and academic performance. Prior research focused mostly on examining changes to students' self-efficacy across large time intervals (months or years), and paid less attention to changes at the level of lesson sequences. Knowledge of how self-efficacy changes during a sequence of lessons is important as it can help teachers better support students' self-efficacy in their everyday work. In this paper, we expanded previous studies by investigating changes in students' self-efficacy across a sequence of 3-4 lessons when students were learning a new topic in mathematics (n[subscript Students] = 170, n[subscript Time-points] = 596). Nine classes of Norwegian grade 6 (n = 77) and grade 10 students (n = 93) reported their self-efficacy for easy, medium difficulty, and hard tasks. Using multilevel models for change, we found (a) change of students' self-efficacy across lesson sequences, (b) differences in the starting point and change of students' self-efficacy according to perceived task difficulty and grade, (c) more individual variation of self-efficacy starting point and change in association with harder tasks, and (d) students in classes who were taught a new topic in geometry had stronger self-efficacy at the beginning of the first lesson as compared to those who were taught a new topic in algebra (grade 10), and students in classes who were taught a new topic in fractions had steeper growth across the lesson sequence as compared to those who were taught a new topic in measurement (grade 6). Implications for both research and practice on how new mathematics topics are introduced to students are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01