Examining the Relationship Between Middle School Students' Use of Learning Strategies, Self-efficacy, and Math Achievement
Examining the Relationship Between Middle School Students' Use of Learning Strategies, Self-efficacy, and Math Achievement

Author: Riza Memis

Publisher:

Published: 2020

Total Pages: 0

ISBN-13:

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Use of learning strategies has been found to be one of the most important predictors of academic achievement, which makes the assessment of learning strategy use crucial. The first purpose of this study was to examine the psychometric properties (i.e., reliability and validity) of the learning strategies domain of the GOALS-S (Dowson & McInerney, 2004) with 8th grade students. The learning strategies domain of the GOALS-S items assess students' use of cognitive and metacognitive learning strategies. This study also examined the relationship between self-efficacy for self-regulated learning, learning strategy use, and math achievement. The data were collected from 399 eight grade students near the end of 2018-2019 academic year. Confirmatory Factor Analysis (CFA) was used to evaluate the psychometrics properties of the GOALS-S. Following the CFA, the relationship between self-efficacy for self-regulated learning, learning strategy use, and math achievement was examined by using Structural Equation Modeling (SEM). The results obtained from this study provided evidence for validity and reliability of the learning strategies domain of the GOALS-S. The data supported the hypothesized six-factor model with minor modifications. The results of the structural model indicated that learning strategy use had a direct impact on mathematics achievement. Also, self-efficacy for self-regulated had direct effect on mathematics achievement, as well as indirect effect on mathematics achievement mediated by learning strategy use. Discussion of the findings, implications for teachers, policy makers, and researchers, and limitations and future directions are presented.

Learning Mathematics Successfully
Learning Mathematics Successfully

Author: Clark J Hickman

Publisher: IAP

Published: 2019-09-01

Total Pages: 199

ISBN-13: 1641137398

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The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.

Self-regulation of Learning and Performance
Self-regulation of Learning and Performance

Author: Dale H. Schunk

Publisher: Taylor & Francis

Published: 2023-01-06

Total Pages: 323

ISBN-13: 1134777213

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In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement. The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.

"Skill-Builders "

Author: Lia Denise Falco

Publisher:

Published: 2008

Total Pages: 554

ISBN-13:

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This dissertation presents findings from a study investigating of the effects of a middle-school intervention, using the"Skill-Builders"curriculum, on participating students' attitudes, self-efficacy, achievement, self-regulated learning, and classroom learning behaviors in mathematics. The main research questions were 1) will a nine week school-counselor-led intervention using the"Skill-Builders"curriculum have a significant effect on the outcome variables of interest, and 2) will the effects be different for females than for males. A repeated measures ANOVA was used to test for differences between conditions and between sexes on all outcome measures. Results from the study demonstrated statistically significant post-intervention differences between students in the experimental and control conditions on their attitudes toward math learning, self-efficacy, achievement, and self-regulated learning behaviors, and the gains made by students in the experimental condition were maintained at follow-up. Students in the control condition showed no changes or declined on measures of attitudes, achievement, self-efficacy, and self-regulated learning behaviors at post-test and follow-up. Results also indicated a significant interaction for sex and condition, which suggests that the intervention had different effects for the participating females than the males. Implications of the findings, within the theoretical framework of the study and within the context of school counseling outcome research, are discussed.

Self-regulated Learning
Self-regulated Learning

Author: Dale H. Schunk

Publisher: Guilford Press

Published: 1998-03-20

Total Pages: 260

ISBN-13: 9781572303065

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This text provides a framework for teaching students how to be students, and offers practical guidance on how academic learning, at its best can be brought about.

The Factors Effecting Student Achievement
The Factors Effecting Student Achievement

Author: Engin Karadağ

Publisher: Springer

Published: 2017-05-14

Total Pages: 333

ISBN-13: 3319560832

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This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

Middle School Mathematics and Self-efficacy at a Southeastern Massachusetts Middle School
Middle School Mathematics and Self-efficacy at a Southeastern Massachusetts Middle School

Author: Melanie R. Gates

Publisher:

Published: 2014

Total Pages: 131

ISBN-13:

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The purpose of this case study was to determine the impact of the implementation of a middle school mathematics program had upon students' mathematics self-efficacy. Additionally, this study sought to understand what aspects of the program had the most significant impact on the students' mathematics self-efficacy. The mathematics program used in the study is called digits. A convenience sample of 112 students who had used the mathematics program for almost one academic year took a survey that contained all 24 items from Sources of Middle School Mathematics Self-efficacy Scale (SMSMSS) (Usher and Pajares, 2009) and 3 items related to the mathematics program that were developed by the researcher. Descriptive statistics were utilized to analyze the survey data. The results of the survey allowed for identifying students as having high and low self-efficacy. Focus groups were held after the students took the survey. At each grade level there was a student group with high self-efficacy and low self-efficacy that partook in a focus group. The mathematics teachers also participated in the focus group. There were 37 students and 11 teachers who participated in the focus groups. The quantitative and qualitative data were analyzed to determine the perceived impact of the mathematics program and to determine themes and relationships between the components of the program that impact students' mathematics self-efficacy. There was a direct and positive relationship between students' mathematics self-efficacy and their liking of digits. Overall most students feel more positive about learning math and feel more confident in their ability to learn new math skills as a results of the mathematics program. Teachers, however, found mixed results regarding students' feelings about the mathematics program. Students and teachers identified the same components of the program that impacted how they feel about mathematics. The online homework was the most important component because of the immediate feedback and the multiple opportunities to get homework problems correct.

Handbook of Motivation at School
Handbook of Motivation at School

Author: Kathryn R. Wentzel

Publisher: Routledge

Published: 2016-02-19

Total Pages: 545

ISBN-13: 1317681266

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The second edition of the Handbook of Motivation at School presents an integrated compilation of theory and research in the field. With chapters by leading experts, this book covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Section I focuses on theoretical perspectives and major constructs, Section II on contextual and social influences on motivation, and Section III on new directions in the field. This new edition will have the same popular organizational structure with theories at the beginning. It will also include new chapters that cover motivation as it relates to identity, culture, test anxiety, mindfulness, neuroscience, parenting, metacognition, and regulatory focus.