Literaturnachweis - Detailanzeige
| Autor/inn/en | Miles, Sandra J.; Vela, Katherine N. |
|---|---|
| Titel | Asking for Help as a Key to Success: The Relationship between Student Help-Seeking Skills and Mathematics Self-Efficacy |
| Quelle | In: School Science and Mathematics, 122 (2022) 7, S.371-380 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Miles, Sandra J.) ORCID (Vela, Katherine N.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-6803 |
| DOI | 10.1111/ssm.12553 |
| Schlagwörter | Undergraduate Students; Help Seeking; Beliefs; Mathematics Skills; Self Efficacy; Skill Development; Individual Instruction |
| Abstract | According to Social Cognitive Theory, self-efficacy describes students' beliefs in their ability to be successful within a certain task or domain. Though some contributions to self-efficacy are generally accepted, it is important to continue to look for additional factors that contribute to self-efficacy, especially those that provide opportunities for educators to improve their students' self-efficacy. This study uses regression analyses on a sample (n = 225) of undergraduate students to examine the unique contribution that help-seeking beliefs make to mathematical self-efficacy. Results show that help-seeking beliefs have a positive relationship with self-efficacy and make a unique, positive contribution to self-efficacy even when controlling for other sources of self-efficacy. Results suggest the need for educators to improve student help-seeking beliefs by purposefully teaching help-seeking skills and providing more access to effective, individualized help for students. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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