Domain Knowledge, Attitudes, Self-efficacy Beliefs, and Attributions for Achievement Working Together in the Community College Remedial Mathematics Classroom PDF Download

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Domain Knowledge, Attitudes, Self-efficacy Beliefs, and Attributions for Achievement Working Together in the Community College Remedial Mathematics Classroom

Domain Knowledge, Attitudes, Self-efficacy Beliefs, and Attributions for Achievement Working Together in the Community College Remedial Mathematics Classroom PDF Author: Kenneth Scott Murphy
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Book Description
ABSTRACT: Community colleges are faced with increasing numbers of students who are unprepared to complete and receive passing grades for college-level coursework. Mathematics is one subject area in which many students often require remediation. Researchers have discussed remedial mathematics in community colleges as it relates separately to mathematical domain knowledge. However, there are no studies which examine how the relationships between and among attitudes toward mathematics, self-efficacy beliefs, and attributions for achievement influence students' acquisition of mathematical domain knowledge. The findings of this study showed that attitudes toward mathematics, self-efficacy beliefs, and attributions for achievement influenced mathematical domain knowledge acquisition among four students.