scholarly journals Math Performance and Sex: The Predictive Capacity of Self-Efficacy, Interest and Motivation for Learning Mathematics

2020 ◽  
Vol 11 ◽  
Author(s):  
Ascensión Palomares-Ruiz ◽  
Ramón García-Perales
Keyword(s):  
Self Efficacy ◽  
Math Performance ◽  
Predictive Capacity ◽  
Learning Mathematics ◽  
Motivation For Learning ◽  
Interest And Motivation

SELF-EFFICACY DALAM PEMBELAJARAN MATEMATIKA SISWA MADRASAH ALIYAH

2019 ◽  
Vol 20 (1) ◽  
pp. 110-121
Author(s):  
Maria Ulpah
Keyword(s):  
Data Collection ◽  
Cooperative Learning ◽  
Student Success ◽  
Learning Process ◽  
Self Efficacy ◽  
Observation Data ◽  
Know How ◽  
Learning Mathematics ◽  
Mathematical Problems

Self-efficacy of students plays a role in determining student success in learning, including learning mathematics. Affective aspects such as self-efficacy, play a major role when students work and use mathematics, because to be able to solve mathematical problems is not enough just to know how to do it, but must be accompanied by self-efficacy about the truth of the concepts and procedures they have. This research was conducted in two groups of students using an instrument in the form of a questionnaire to measure students' self-efficacy. Observation data collection techniques were also conducted to determine the learning process of the two groups. The results showed that groups of students who used active and cooperative learning had higher self-efficacy. Keywords: self-efficacy, mathematics, cooperative learning.

scholarly journals Testing a Process-Product Framework for Conceptualizing Motivation

2019 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
David Palmer
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Personal Characteristics ◽  
Active State ◽  
Individual Interest ◽  
Personal Factors ◽  
Product Phase ◽  
Motivation For Learning ◽  
Teacher Enthusiasm ◽  
Process Product

This study explored the idea that motivation for learning can be a process as well as a product: the product being an active state of motivation whereas the process would include the antecedents that created that state. This hypothesis was tested by interviewing 47 university students immediately after normal lectures. Results showed that 89% had experienced an active state of motivation (the product phase) that was influenced by antecedents that included personal characteristics (e.g., self-efficacy, individual interest), temporal personal factors (mood, fatigue), and contextual factors (teacher enthusiasm and “interestingness”). It was concluded that process-product is a potentially useful framework for conceptualizing motivation.

scholarly journals A Comparative Assessment of Listening Span and Self-Efficacy in Simultaneous Interpreting Training

Sendebar ◽  
2021 ◽  
Vol 32 ◽  
pp. 167-176
Author(s):  
Saida Anssari Naim
Keyword(s):  
Self Efficacy ◽  
Comparative Assessment ◽  
Cognitive Factors ◽  
Personality Factors ◽  
Training Phase ◽  
Initial Training ◽  
Predictive Capacity ◽  
Personality Dimension ◽  
Cognitive Dimension ◽  
Simultaneous Interpreting

This study compares the results obtained from a group of interpreting trainees in an adapted listening span test (cognitive dimension), with those obtained from this same group in two self-efficacy tests (personality dimension). The objective is to assess the predictive value of these tests with respect to the scores obtained by the subjects in a simultaneous interpreting test. The analysis of data leads us to the conclusion that, at least in an initial training phase in simultaneous interpreting, only the cognitive factors (measured here in terms of listening span) show a significant and positive predictive capacity of the quality in simultaneous interpreting. In this regard, personality factors (measured here in terms of self-efficacy) offer results contradictory to the expectations or no significant correlation values.

scholarly journals UNDERSTANDING THE EFFECTS OF TIME MANAGEMENT AND SELF-EFFICACY ON MATH PERFORMANCE AMONG HIGH SCHOOL STUDENTS WORKING P

2021 ◽  
Vol 9 (2) ◽  
pp. 1077-1085
Author(s):  
Emerson D. Peteros, Et. al.
Keyword(s):  
High School ◽  
High School Students ◽  
Time Management ◽  
Self Efficacy ◽  
Basic Education ◽  
Math Performance ◽  
Public High School ◽  
Theoretical Point ◽  
School Students ◽  
The Government

Although the government provides free education, poverty is one of Filipino students' most common challenges in their pursuit of basic education. To overcome financial constraints and to be self-sufficient while studying, high school students choose to find errands. In Toledo City, Cebu, Philippines, thirty-one public high school students working part-time were studied to find answers if there was a link between time management, self-efficacy, and academic performance, specifically, assessing the respondents' math performance, using the adopted survey questionnaire. The results revealed that they performed satisfactorily in math while practicing moderate time management and having moderate self-efficacy in the subject. There was no significant relationship between time management and math performance; however, self-efficacy and math performance had a significant weak positive correlation. As a result, teachers are encouraged to create programs that boost students' self-efficacy and time management abilities. It is strongly suggested that time management skills are integrated into the subjects to form and promote students' positive reactions. From the theoretical point of view, once the competencies have been learned and practiced, students are expected to manage, strive for, and fulfill their life objectives more effectively.         

scholarly journals HIGHER ORDER THINGKING (HOT) PROBLEMS TO DEVELOP CRITICAL THINKING ABILITY AND STUDENT SELF EFFICACY IN LEARNING MATHEMATICS PRIMARY SCHOOLS

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Triana Jamilatus Syarifah ◽  
Budi Usodo ◽  
Riyadi Riyadi
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Primary Schools ◽  
Higher Order ◽  
Critical Thinking Ability ◽  
Learning Mathematics ◽  
Thinking Ability

<p>Kompetensi dalam kurikulum 2013 adalah mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat sehingga, siswa perlu dibekali dengan kemampuan-kemampuan tertentu untuk mengembangkan dan mengevaluasi argumen dalam suatu pemecahan masalah tertentu. Salah satu kemampuan yang harus dikembangkan untuk mencapai tujuan tersebut adalah kemampuan berpikir kritis. Kemampuan berpikir kritis adalah kemampuan untuk mengidentifikasi, menganalisis, dan memecahkan masalah secara kreatif dan logis sehingga mampu menghasilkan keputusan yang tepat. Sementara itu, kemampuan berpikir kreatif dipengaruhi oleh keyakinan akan kemampuan diri yang dinamakan <em>self efficacy. </em><em>Self-efficacy </em>ini berbeda dengan aspirasi (cita-cita), karena cita-cita menggambarkan sesuatu yang ideal yang seharusnya (dapat dicapai), sedang efikasi menggambarkan penilaian kemampuan diri. Untuk mengembangkan kemampuan berpikir  kritis dan <em>self efficacy</em>, pembelajaran matematika haruslah mengarah pada soal-soal tidak algoritmik dan komplek dalam menyelesaikan suatu masalah atau tugas, dan juga tidak dapat diprediksi, pendekatan latihan yang tepat, atau petunjuk yang tegas yang disarankan oleh tugas, petunjuk tugas atau contoh jalan keluar. Soal-soal yang seperti itu dikategorikan soal <em>Higher Order Thingking</em> (HOT). Oleh karena itu, soal kategori <em>Higher Order Thingking</em> (HOT) dapat digunakan untuk mengembangkan kemampuan berpikir kritis dan <em>self efficacy </em>siswa dalam pembelajaran matematika siswa di sekolah dasar.</p>

scholarly journals Influence of personality variables, impulsivity, perfectionism, self-esteem and self-efficacy in Work Craving

2019 ◽  
Vol 35 (3) ◽  
pp. 506-513
Author(s):  
María-José Serrano-Fernández ◽  
Joan Boada-Grau ◽  
Jordi Assens-Serra ◽  
Maria Boada-Cuerva ◽  
Andreu Vigil-Colet
Keyword(s):  
Self Efficacy ◽  
Healthy Lifestyle ◽  
Self Esteem ◽  
Emotional Stability ◽  
Predictive Capacity ◽  
Work Addiction ◽  
Probability Sampling ◽  
Personality Variables ◽  
Predictive Study

Antecedentes: Estudios recientes has sugerido que hay relación entre algunas variables de personalidad y la adicción al trabajo. En el presente trabajo nos hemos planteado el objetivo de realizar un estudio Predictivo de las variables antecedentes del Work Craving a través de las variables Impulsividad, Personalidad, Perfeccionismo, autoestima y Autoeficacia. Método: Los participantes han sido 332 trabajadores, obtenidos mediante un muestreo no probabilístico. Se han utilizado los programas FACTOR (versión 7.2) y SPSS 23.0. Resultados: se determina la capacidad predictiva de variables de personalidad y autoestima sobre el Work Craving. Conclusiones: El Work Craving se puede predecir a través de determinadas variables (Estabilidad emocional, Perfeccionismo y autoestima), contribuyendo la presente investigación a un mayor conocimiento de la Adicción al Trabajo y a la potenciación de un estilo de vida saludable que se puede ver afectado por la Adicción al Trabajo. Background: Recent studies have suggested a relationship between certain personality variables and work addiction. In the present work we conduct a predictive study of the background variables of work craving through the variables Impulsivity, Personality, Perfectionism, Self-esteem and Self-efficacy. Method: The participants were 332 workers obtained by non-probability sampling. We used the FACTOR programs (version 7.2) and SPSS 23.0. Results: The predictive capacity of personality variables and self-esteem is determined on the work craving. Conclusions: Work craving can be predicted through certain variables (Emotional Stability, Perfectionism and Self-esteem). This research contributes to greater knowledge of work addiction and to the empowerment of a healthy lifestyle that can be affected by addiction to work. No funding has been received to make this article.

scholarly journals High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

2020 ◽  
Vol 12 (17) ◽  
pp. 6728
Author(s):  
María Pilar Aparicio-Flores ◽  
José María Esteve-Faubel ◽  
Rosa Pilar Esteve-Faubel ◽  
José Daniel Álvarez-Teruel
Keyword(s):  
Perspective Taking ◽  
Self Efficacy ◽  
Reactivity Index ◽  
Future Teachers ◽  
Predictive Capacity ◽  
Social And Emotional ◽  
The Subject ◽  
High Level ◽  
Academic Self Efficacy ◽  
Dispositional Empathy

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.06 and 1.09, respectively) and less for those with personal discomfort (OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

scholarly journals Influence of Motivation on Academic Performance among Dental College Students

2019 ◽  
Vol 7 (8) ◽  
pp. 1374-1381 ◽  
Author(s):  
Sultan A. Almalki
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Dental Students ◽  
Task Value ◽  
Self Report ◽  
Learning Performance ◽  
Learning Beliefs ◽  
Grade Point ◽  
Motivation For Learning ◽  
And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

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