Relationship Between Math Self-concept, Perceived Self-efficacy, and Attitude Toward Educational Measurement Among College of Education Students at Sultan Qaboos University PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Relationship Between Math Self-concept, Perceived Self-efficacy, and Attitude Toward Educational Measurement Among College of Education Students at Sultan Qaboos University PDF full book. Access full book title Relationship Between Math Self-concept, Perceived Self-efficacy, and Attitude Toward Educational Measurement Among College of Education Students at Sultan Qaboos University by Hussain A. Kharusi. Download full books in PDF and EPUB format.
Author: Hussain A. Kharusi
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 176
Get Book Here
Book Description
Author: Hussain A. Kharusi
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 176
Get Book Here
Book Description
Author: Susan E. Cashin
Publisher:
ISBN:
Category :
Languages : en
Pages : 328
Get Book Here
Book Description
Author: Evans Apoko Monda
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659774720
Category :
Languages : en
Pages : 92
Get Book Here
Book Description
Mathematics as a subject is perceived to be fundamental in the understanding and mastery of science in the modern society. Despite the fact that mathematics is critical for many careers and technological advancement, currently there is a public outcry concerning the low standard of Mathematics performance in most countries. In relation to the factors perceived to influence students' performance, many studies have so far indicated that students' academic self-concept and attitudes are among the most important psychological constructs that can explain any academic achievement. Research shows that many children begin schooling with a positive attitude towards Mathematics; however these attitudes tend to become negative as children grow up. The changes and variations of students' attitudes is great concern to educational stakeholders in many parts of the world. Therefore, this book provides research based findings mainly focusing on: the causes of variations in students' attitude and Academic self-concept towards Mathematics and the extent to which students' attitude and Academic Self-concept predict Mathematics performance.
Author: Qiuying Zhang
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Academic self-concept has been extensively studied in terms of its relationship with academic achievement. The existing research has portrayed three theoretical models for this relationship: Self-Enhancement Model, Skill Development Model, and Reciprocal Model. The majority of results have provided support for a Reciprocal Model. So far, little research has been done in this area for students with learning disabilities (LD). Previous research has suggested that students without and with LD demonstrate differing developmental patterns in academic self-concept and math achievement. This study thus examined the relationship between academic self-concept and math achievement among students without and with LD. Further, the relationship between academic self-concept and math achievement may differ based on the types of math achievement measures used. Thus, this study also examined the relationship between academic self-concept and math achievement using two types of math achievement measures: high-stakes (math Florida Comprehensive Achievement Test [MFCAT]) and low-takes (Woodcock-Johnson III Broad Math Test [WBMT]) standardized tests. This study used data from an existing federally-funded seven-year longitudinal study database (2001--2008, Principal Investigator: Marjorie Montague), which included 165 students without LD and 30 students with LD. Hierarchical regression analyses were conducted to examine the relationship between academic self-concept and two measures of math achievement from Grades 8 to 10 at different time points in early and late adolescence. The findings of this study found that WBMT scores in Grade 8 significantly predicted academic self-concept in Grade 10 in both students without and with LD. However, when using the MFCAT measure, MFCAT scores in Grade 8 predicted academic self-concept in Grade 10 only in students without LD but not students with LD. Recommendations for practice and future research are provided.
Author: Katalin Migray
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 160
Get Book Here
Book Description
Author: Amanda Hughes
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This thesis explores the nature of the self and how the various self-perception constructs - self-esteem, self-concept, and self-efficacy - contribute to academic functioning. The research was undertaken in three stages. The first was designed to examine how the self is represented. Bandura's Multidimensional Scales of Perceived Self-Efficacy (1990) and Barter's Self-Perception Profile for Adolescents (1988) were utilised to examine the extent to which self-efficacy and competency-related elements of the self-concept are independent constructs. Factor analysis of data provided by secondary school students revealed that when measured using domain-specific measures such as these, self-efficacy and competency self-concept do not represent totally separate, distinct aspects of the self. The second stage was designed to examine how representations of the self relate to academic performance, intrinsic motivation, and occupational and educational aspirations. Taking account of past academic performance and other factors that might impact on the self-perception-academic outcome relationship, self-efficacy was shown to be a better predictor of these outcomes than either of the other two self constructs. Self-esteem was the least predictive. These findings suggest that self-efficacy and self-concept, but not self- esteem, are important for the development of academic functioning. The third stage of this research was designed to examine whether interventions can have a positive effect on how the self is represented, and if so, whether this also impacts on academic functioning. This thesis used a widely-used and Government-supported intervention programme to explore this issue in a real-world context. There were positive effects on some aspects of self-concept but not on any other variables. These effects were not associated with any changes in the academic outcomes. The, reasons why this intervention did not have a wider impact are explored, and the practical and theoretical implications of the findings are discussed. This research provides a clearer understanding about where educators and education policy-makers should focus their efforts if the aim is to enhance self-related perceptions in school.
Author: Isiaho Benard Omondi
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659324635
Category :
Languages : en
Pages : 116
Get Book Here
Book Description
This study investigated the effect of perceived self-efficacy on low and high achieving students, year level, age and gender in mathematics. The participants in the study were students aged 13-15 years in a secondary school in London. The research investigates how self-efficacy influences mathematics performance in academic settings. The distinctiveness of self-efficacy against other expectancy constructs is highlighted, followed by an exposition of the existing self-efficacy research in mathematics. Findings indicate that highly efficacious students in mathematics perform well than students with low self-efficacy. Self-efficacy is depicted as having a significant effect on mathematics performance and the year level. The study depicts that self-efficacy does not significantly influence age and gender. The measures used in the mathematics questionnaire substantiate the view that particularized or task specific measures of self-efficacy can be combined with the global measures in the explanation and prediction of academic outcomes.
Author: Roberta Izzo
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 186
Get Book Here
Book Description
Author: Edward John Hayes
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 372
Get Book Here
Book Description
Author: Worth Kay Bellamy
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
Get Book Here
Book Description
