Impact of Gender on Sources of Students' Self-Efficacy in Mathematics in Tanzanian Secondary Schools

Autor/in	Kyaruzi, Florence
Titel	Impact of Gender on Sources of Students' Self-Efficacy in Mathematics in Tanzanian Secondary Schools
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 1, S.72-85 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyaruzi, Florence)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2021.1945512
Schlagwörter	Foreign Countries; Grade 11; Self Efficacy; Mathematics Education; Public Schools; Secondary School Students; Gender Differences; Competence; Experience; Physiology; Affective Behavior; Social Influences; Academic Achievement; Student Attitudes; Tanzania + Suchen Sie Ihr Suchwort? Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Self-efficacy; Selbstwirksamkeit; Mathematische Bildung; Public school; Öffentliche Schule; Sekundarschüler; Geschlechterkonflikt; Kompetenz; Erfahrung; Physiologie; Affective disturbance; Active behaviour; Affektive Störung; Sozialer Einfluss; Schulleistung; Schülerverhalten; Tansania
Abstract	This study investigated the impact of gender on the sources of students' self-efficacy in Mathematics in Tanzanian secondary schools. Data were collected from 267 Form 3 (Grade 11) students sampled from three public secondary schools in Dar es Salaam region. A previously validated questionnaire scale was used for measuring the sources of students' self-efficacy in Mathematics: mastery experience, vicarious experience, physiological state (emotional arousal such as anxiety) and social persuasions. Data were analyzed using descriptive statistics, structural equation modeling and latent mean analysis techniques. Results from the structural equation modeling showed that the four-factor model best describes the sources of students' self-efficacy in Mathematics. Results from descriptive statistics showed that students positively considered vicarious experience, mastery experience and social persuasions as credible sources of their self-efficacy in Mathematics. Results from the latent mean analysis showed significant gender differences in students' perception of mastery experience. Meanwhile, vicarious experience and mastery experience positively predicted students' Mathematics performance while physiological state was a negative predictor. The results imply that intervention for improving Mathematics learning ought to focus on fostering students' sources of self-efficacy, particularly reducing psychological states that lower students' self-efficacy in Mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01