Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students

1996 ◽  
Vol 21 (4) ◽  
pp. 325-344 ◽  
Author(s):  
Frank Pajares
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Gifted Students ◽  
Efficacy Beliefs ◽  
Mathematical Problem Solving

scholarly journals The Effect Of Prospective Teachers Problem Solving Beliefs On Self-Efficacy Beliefs About Mathematical Literacy

2012 ◽  
Vol 9 (4) ◽  
pp. 289-298
Author(s):  
Dilek Sezgin Memnun ◽  
Recai Akkaya ◽  
Guney Hacıomeroglu
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Belief Systems ◽  
Mathematical Problem ◽  
Efficacy Beliefs ◽  
Mathematical Problem Solving ◽  
Teacher Education Programs ◽  
Mathematical Literacy ◽  
Teachers Beliefs

This study examines prospective teachers beliefs in their own abilities and effectiveness to impart mathematical literacy to their students, their beliefs about mathematical problem solving, and the relationship between these two belief systems. A total of 567 prospective teachers, majoring in mathematics, science and elementary teacher education programs volunteered to participate in the study. The Self-Efficacy Beliefs Scale about Mathematical Literacy and the Beliefs about Mathematical Problem solving instruments were administered to prospective teachers. Results of the study revealed that there was a significant relationship between the beliefs about mathematical problem solving and self-efficacy. Findings of this study indicated that prospective teachers beliefs about mathematical literacy were an important predictor on the beliefs about mathematical problem solving.

Assessing affect after mathematical problem solving tasks

2012 ◽  
Vol 29 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Scott A. Chamberlin ◽  
Robert A. Powers
Keyword(s):  
Principal Component Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Gifted Students ◽  
Principal Component ◽  
Component Analysis ◽  
Mathematical Problem Solving ◽  
Model Eliciting Activities

The focus of the article is the validation of an instrument to assess gifted students’ affect after mathematical problem solving tasks. Participants were 225 students identified by their district as gifted in grades four to six. The Chamberlin Affective Instrument for Mathematical Problem Solving was used to assess feelings, emotions, and dispositions after students solved model-eliciting activities in groups of three. Through the use of principal component analysis, it was determined that three factors should be retained. The instrument holds promise because it may be used to assess affect, which has implications for identification and curricular adjustments to optimize affect.

scholarly journals THE RELATIONSHIP BETWEEN MATHEMATICAL PROBLEM SOLVING ABILITY AND SELF-EFFICACY

2019 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Laila Nailah Zamnah
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Rank Correlation ◽  
Mathematical Problem Solving ◽  
Questionnaire Data ◽  
Spearman Rank Correlation ◽  
Spearman Rank ◽  
Vocational High Schools ◽  
The Relationship

This research aims to analyze the relationship between student self-efficacy and mathematical problem solving ability. The research was conducted in class XI at one of the Vocational High Schools in Ciamis. The instrument used in this research was a test of mathematical problem solving ability and self-efficacy scale questionnaire. Data analysis using correlation analysis with Spearman Rank correlation. The results showed that there was a relationship between students' self-efficacy with students' mathematical solving ability

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