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1

Yurt, Eyüp, and Ahmet Kurnaz. "An investigation of the effects of the mathematics sources of self-efficacy on talented students' mathematics anxiety." Pegem Eğitim ve Öğretim Dergisi 5, no. 4 (2015): 347–60. http://dx.doi.org/10.14527/pegegog.2015.019.

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This study aims to investigate the effects of the sources of self-efficacy in mathematics on gifted students' mathematics anxiety. The participants of this study are 260 seventh grade gifted students, who attend science and art centers located in Adana, Bursa, Çorum, Elazığ, İzmir, İzmit, Kayseri, Konya, Manisa and Salihli. Of all the participants, 51.50 % were female (n=134) and 48.50 % were male (n=126). The Sources of Self-Efficacy in Mathematics Scale was used to determine students' sources of self-efficacy in mathematics and the Mathematics Anxiety Scale was used to determine their levels of mathematics anxiety. The data were analyzed through multiple linear regressions. The results showed that of all the sources of self-efficacy in mathematics, namely personal experiences, vicarious experiences, social persuasions and physiological states, only personal experiences had a significant effect on gifted students' levels of mathematics anxiety. The sources of self-efficacy in mathematics were found to account for about 48% of variance in gifted students' levels of mathematics anxiety. The findings were discussed in the light of theoretical framework.
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Awofala, Adeneye Olarewaju A. "Examining Sources of Mathematics Self-Efficacy Beliefs of Senior Secondary School Students." ASEAN Journal of Science and Engineering Education 3, no. 3 (2022): 229–44. https://doi.org/10.17509/ajsee.v3i3.50347.

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Except people have confidence that they can produce desired results they have little motivation to act. Self-referent thought plays a significant part in the psychological working of humans. People’s conception of their efficacy is most powerful in their everyday life and the self-efficacy of a person has been recognized as a vital element for executing tasks successfully. While many studies have shown the predictive power of self-efficacy, fewer efforts have examined the sources underlying self-efficacy beliefs. Sources of self-efficacy in mathematics scale was a multi-dimensional construct comprising: mastery experience; vicarious experience; social persuasions; and physiological and affective states. Senior secondary school students had a moderate level of sources of self-efficacy in mathematics. Gender differences in sources of self-efficacy in mathematics among senior secondary school students were significant and in favor of the male students. However, future studies in Nigeria should investigate the confirmatory factor analytic structure of the sources of self-efficacy in mathematics scale to generalize the findings of this study.
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Özcan, Bahadır, and Yusuf Ziya Kültür. "The Relationship Between Sources of Mathematics Self-Efficacy and Mathematics Test and Course Achievement in High School Seniors." SAGE Open 11, no. 3 (2021): 215824402110401. http://dx.doi.org/10.1177/21582440211040124.

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In school settings, sources of self-efficacy have the potential to directly and indirectly influence performance. The problem of this study is the direct relationship between sources of self-efficacy and achievement. In connection with this problem, the impact of sources of mathematics self-efficacy on high school senior students’ mathematics test and course achievement was investigated. The study consisted of 257 12th-grade high school students. The findings of the study showed that mathematics course and test performance increased, whereas the scores for mastery experience, social persuasions, vicarious experience, and physiological state increased, too. According to the results of the regression analysis on mathematics course achievement, the mastery experience significantly predicted mathematics course performance. It also explained 56% of the total variance in mathematics achievement. On the contrary, mastery experience, social persuasions, and physiological state significantly predicted mathematics test achievement, as well as explained 27% of the total variance in mathematics test achievement. In conclusion, sources of mathematics self-efficacy have effects on both mathematics test and course achievement.
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Lopez, Frederick G., and Robert W. Lent. "Sources of Mathematics Self-Efficacy in High School Students." Career Development Quarterly 41, no. 1 (1992): 3–12. http://dx.doi.org/10.1002/j.2161-0045.1992.tb00350.x.

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Usher, Ellen L., and Frank Pajares. "Sources of self-efficacy in mathematics: A validation study." Contemporary Educational Psychology 34, no. 1 (2009): 89–101. http://dx.doi.org/10.1016/j.cedpsych.2008.09.002.

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6

Lent, Robert W., Frederick G. Lopez, Steven D. Brown, and Paul A. Gore, Jr. "Latent Structure of the Sources of Mathematics Self-Efficacy." Journal of Vocational Behavior 49, no. 3 (1996): 292–308. http://dx.doi.org/10.1006/jvbe.1996.0045.

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7

Usher, Ellen L. "Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation." American Educational Research Journal 46, no. 1 (2009): 275–314. http://dx.doi.org/10.3102/0002831208324517.

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According to A. Bandura’s (1986) social cognitive theory, individuals form their self-efficacy beliefs by interpreting information from four sources: mastery experience, vicarious experience, social persuasions, and physiological or affective states. The purpose of this study was to examine the heuristics students use as they form their mathematics self-efficacy from these and other sources. Semistructured interviews were conducted with eight middle school students who reported either high or low self-efficacy and with students’ parents and mathematics teachers. Students relied on information from all four hypothesized sources, which were combined according to various heuristics. Teaching structures, course placement, and students’ self-regulated learning also emerged as important factors related to self-efficacy. Results refine and extend the tenets of social cognitive theory.
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Melda, Rumia Rosmery Simorangkir, Uly Manalu Risma, and Male Hendrikus. "Management of Student Learning Anxiety through SelfEfficacy during the Pandemic Period." International Journal of Arts and Social Science 4, no. 1 (2023): 329–35. https://doi.org/10.5281/zenodo.7739546.

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This study aims to obtain information about the management of learning anxiety through selfefficacy in students during the pandemic at SMP Mutiara Baru Bekasi. The method used in this study is a qualitative method with the subjects in this study are mathematics teachers and grade IX students of SMP Mutiara Baru Bekasi. The object of this research is the counseling guidance teacher, the data collection techniques used are primary data sources and secondary data sources. Primary data sources include questionnaires, observation, interviews, documentation. The informants of this study were guidance and counseling teachers, while secondary sources were indirect sources that provided data to data collectors through guidance and counseling teachers or in the form of documents. From the results of the research conducted, it was found that the reinforcement and motivation provided by the guidance and counseling teacher in the form of self-efficacy during learning from home rebuilt students' confidence in reducing changes in anxiety that occurred in students when learning from home
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9

Marschall, Gosia. "Teacher self-efficacy sources during secondary mathematics initial teacher education." Teaching and Teacher Education 132 (October 2023): 104203. http://dx.doi.org/10.1016/j.tate.2023.104203.

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Pajares, Frank, and Amy Lapin Zeldin. "Inviting Self-Efficacy Revisited." Journal of Invitational Theory and Practice 6, no. 1 (2022): 48–68. http://dx.doi.org/10.26522/jitp.v6i1.3853.

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The purpose of this study was to explore the personal stories of women who selected careers in mathematics, science, and technology to examine whether the verbal persuasions and invitations they received influenced their academic paths. Results revealed that self-beliefs were nurtured by familial, academic, and work-related influences. The selfbeliefs, in turn, nurtured the effort, persistence, and resilience required to overcome obstacles. Three interrelated themes emerged: (a) invitations and verbal persuasions were instrumental sources for the development and maintenance of confidence: (b) self-efficacy beliefs, nourished by invitations, fostered resilience to academic and social obstacles: and (c) invitations from others reemerged at critical points as self-invitations that the women used to buttress themselves against challenges.
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Gomez Johnson, Kelly, and Tamara Williams. "Mathematics Instructional Leadership." Journal of School Administration Research and Development 8, no. 1 (2023): 1–12. http://dx.doi.org/10.32674/jsard.v8i1.3692.

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To optimize teacher support, administrators need subject-specific knowledge, skills, and beliefs to lead, not just manage, instructional change. Professional development (PD) is needed with the many roles administrators are already called to fill. In this study, 38 elementary administrators participated in PD in mathematics instructional leadership. Findings from the Administrator Self-Efficacy Survey for Mathematics, derived from the Principal Self-Efficacy Survey (Smith & Guarino, 2005), show that subject-specific, district-led PD designed around sources of self-efficacy (Bandura, 1977, 1982, 1986) had a significant impact on increasing administrators’ mathematics instructional leadership self-efficacy. Specifically, administrators increased their beliefs to influence effective mathematics practice, apply district PD to instructional leadership practices, and justify change during reform. These results show promise for future mathematics-specific instructional leadership development. Results from this study can inform PD design for districts and leaders aiming to promote and support school administrators as instructional leaders and advocates for evidence-based practice.
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Kontaş, Hakkı, and Bahadır Özcan. "Explaining Middle School Students’ Mathematical Literacy with Sources of Self-Efficacy, Achievement Expectation from Family, Peers and Teachers." International Journal of Education and Literacy Studies 10, no. 1 (2022): 198. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.198.

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The promotion of mathematical literacy depends on understanding the variables associated with mathematics learning. The purpose of the current research was to explore relationships between mathematics achievement with sources of mathematics self-efficacy and perceived mathematics achievement expectations of parents, teachers, and friends in middle school students. Participants of the research were 332 8th grade middle school students. The research findings showed that mastery experience, social persuasions, and family expectations significantly predicted mathematics achievement. Furthermore, the most powerful predictor of mathematics achievement was the mastery experience. In conclusion, mastery experience and social persuasions dimensions of sources of self-efficacy and mathematics achievement expectations from parents have associated effects on mathematics achievement.
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Zientek, Linda, Jennifer Dorsey, Nancy Stano, and Forrest C. Lane. "An investigation of self-efficacy of students enrolled in a mathematics pathway course." Journal of Applied Research in Higher Education 11, no. 3 (2019): 636–52. http://dx.doi.org/10.1108/jarhe-10-2018-0207.

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Purpose The purpose of this paper is to examine hypothesized links between the Dana Center Mathematics Pathways’ (DCMP) Foundations of Mathematical Reasoning curriculum and the four hypothesized sources of self-efficacy. The sample of developmental mathematics students who were taught with a curriculum that incorporates active and collaborative learning reported increased ratings on social persuasions from the beginning to the end of the semester. Design/methodology/approach The study examines changes in the four sources of self-efficacy. Students completed a pre- and post-survey. Non-parametric methods were conducted to measure changes. Findings The paper provides empirical insights into changes in the four sources of self-efficacy with the implementation of a new curriculum in developmental mathematics classrooms. Students in the DCMP Foundation course increased their ratings on social persuasions and mastery experiences and decreased their ratings on physiological states. The largest proportion of variability in the four sources that was accounted for by course grade was mastery experiences followed by vicarious experiences, social persuasions and physiological states. Research limitations/implications A control group was not included. Therefore, comparisons between students enrolled in the intervention course and a traditional course were not possible. Practical implications An implication of the study is that a curriculum that has an emphasis on face-to-face communication with collaborative learning activities might be linked to more positive measures of the sources of self-efficacy. Originality/value This paper fulfils a need to study how the implementation of an alternative curriculum in developmental mathematics classrooms can be linked to students’ self-efficacy.
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Ozcan, Bahadir, Hakki Kontas, and Ali Unisen. "Sources of mathematics self-efficacy of gifted and non-gifted students in high school." Research in Pedagogy 11, no. 1 (2021): 85–97. http://dx.doi.org/10.5937/istrped2101085o.

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Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and nongifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students' self-reported previous fall mathematical grades. The results of the study revealed that after controlling for mathematics grades, while SMS of gifted children sharply decreased, SMS in the nongifted group slightly increased. In addition, only vicarious experience dimensions of SMS were significantly different between gifted and non-gifted children. In conclusion, being gifted or non-gifted has an impact on the vicarious experience dimensions of SMS after controlling for mathematics achievement. Mathematics grade positively affects SMS in the gifted group and negatively affects the non-gifted group. Teachers are suggested to use achievement as a reinforcer for gifted students but not for non-gifted students.
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Kontas, Hakkı, and Bahadır Ozcan. "Adapting Sources of Middle School Mathematics Self-Efficacy Scale to Turkish Culture." International Journal of Evaluation and Research in Education (IJERE) 6, no. 4 (2017): 288. http://dx.doi.org/10.11591/ijere.v6i4.10771.

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<p>The purpose of this study was to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by Usher and Pajares to Turkish culture. This scale assesses Bandura’s theorized sources of self-efficacy among mathematics students in middle school. After the Turkish version of the scale was formed, it was applied 6th, 7th and 8th grades 282 middle school students (157 girls and 125 boys). Results of Confirmatory Factor Analysis (CFA) showed good fit indeces; χ2/sd= 2.25, RMSEA= .06, CFI= .98, NNFI= .97 and SRMR= .05. These values indicated that the proposed four factor model was acceptable for this Turkish sampling. The reliability coefficient estimated by Cronbach alpha was found; mastery experience α= .86, vicarious experience α= .75, social persuasions α= .94, physiological state α= .91. Also the reliability coefficient estimated by split-half was found; mastery experience α= .81, vicarious experience α= .73, social persuasions α= .92, physiological state α= .89. Deciding on stability of the scale test-retest applied to 36 studens for 16 days interval. Results showed that mastery experience r= .67, vicarious experience r= .48, social persuasions r= .63, physiological state r= .41. These values indicated that this scale is a reliable instrument for Turkish sampling. In conlusion, Sources of Mathematics Self-Efficacy Scale is a valid and reliable instrument to meeasure sources of mathematics self-efficacy for middle school students in Turkish culture.</p>
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Yıldız, Pınar, S. Koza Çiftçi, and İ. Elif Yetkin Özdemir. "Mathematics self-efficacy beliefs and sources of self-efficacy: A Descriptive Study with two Elementary School Students." International Journal of Progressive Education 15, no. 3 (2019): 194–206. http://dx.doi.org/10.29329/ijpe.2019.193.14.

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Lent, Robert W., Frederick G. Lopez, and Kathleen J. Bieschke. "Mathematics self-efficacy: Sources and relation to science-based career choice." Journal of Counseling Psychology 38, no. 4 (1991): 424–30. http://dx.doi.org/10.1037/0022-0167.38.4.424.

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Maras, Nevenka, Ružica Soldo, and Marina Đuranović. "Students' self-efficiacy in the virtual mathematics classroom." Journal of Educational Sciences & Psychology 11 (73), no. 1 (2021): 66–78. http://dx.doi.org/10.51865/jesp.2021.1.07.

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This research paper aims to asses the different sources of self-efficacy in solving mathematical problems on a sample of 240 students in the final grades of secondary vocational schools from the City of Zagreb. The conducted research determined elements that affect self-efficacy in solving mathematical problems and it sought to examine whether there are gender differences in the self-assessed level of self-efficacy in solving problems in the context of distance learning of mathematics. Although it was established that male and female students do not differ in the self-assessed level of self-efficacy in solving mathematical problems, it was discovered that male and female students differ in the various factors determining their psychological states, as one of the dimensions affecting self-efficacy in solving mathematical problems – where female students manifest more negative physiological-emotional reactions to mathematics, while male students manifest less negative physiological-emotional reactions to mathematics.
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Chirove, Munyaradzi. "Secondary School Learners' Self-Efficacy and Achievement in Non-Routine Mathematics Problem-Solving." Studies in Learning and Teaching 4, no. 3 (2023): 508–21. http://dx.doi.org/10.46627/silet.v4i3.321.

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This paper uses a correlational research design to investigate the predictive power of the sources of self-efficacy and non-routine problem-solving achievement. It collected the data from a sample of 118 high-achieving secondary school learners in the Gauteng province, South Africa, using questionnaires, a problem-solving test, and interviews. Their self-efficacy beliefs were categorized into mastery experience, vicarious experience, social persuasion, and physiological state. The findings revealed that the physiological state, vicarious experience, and mastery experience self-efficacy beliefs had a positive impact on problem-solving achievement, whilst that of social persuasion was negative. The magnitudes of the impact of the physiological state and social persuasion sources of self-efficacy were relatively greater than the others. Each source of self-efficacy was discovered to have an insignificant weak positive linear relationship with problem-solving achievement.
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Flowers III, Alonzo M., and Rosa Banda. "Cultivating science identity through sources of self-efficacy." Journal for Multicultural Education 10, no. 3 (2016): 405–17. http://dx.doi.org/10.1108/jme-01-2016-0014.

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Purpose In an attempt to understand the postsecondary and occupational pathways of minorities who choose to pursue science, technology, engineering and mathematics (STEM) pathways, what this paper offers is an examination of literature that focuses on identity. More specifically, this paper aims to present a research argument that highlights the importance of self-efficacy as it relates to the creation of a science identity for minority students. The authors, in other words, posit that self-efficacy, particularly as it relates to the cultivation of a science identity remains a critical and under-examined component of the STEM success puzzle for underrepresented students. Design/methodology/approach The conceptual framework used for this paper is taken from two bodies of literature that are used to provide a deeper understanding of the relationship between self-efficacy and science identity – self-efficacy, is grounded in social cognitive theory which posits that achievement is rooted in the bidirectional interaction between behavior, personal factors (e.g. cognitive, affective and biological) and external environment (Bandura, 1986). Findings Developing an understanding of the science identity development for students of color is essential because it helps construct a connection to the belief that science has value and that the student is capable to engage in the sciences successfully. Originality/value This analysis widens the scholarly discussion on STEM success for students of color to be inclusive of the critical role that the cultivation of a STEM identity plays in their transition from students at a collegiate level to professionals at a workforce capacity.
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ŞİMŞEK, Hüseyin, Sultan Selen KULA, Bilal ÖZÇAKIR, and Tuba CEYLAN ÇELİKER. "The Relation Between Academic Boredom of Students with Mathematics Self-Efficacy and Mathematics Anxiety." Acta Didactica Napocensia 13, no. 2 (2020): 30–42. http://dx.doi.org/10.24193/adn.13.2.2.

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Abstract: The aim of this study is to determine the relationship between academic boredom with academic self-efficacy and mathematics anxiety of 280 middle school students. Both the descriptive and correlational survey models were used in line with the sub-problems of the study. In this study, Level of Boredom Scale, Sources of Middle School Mathematics Self-Efficacy Scale, and Revised Fennema-Sherman Mathematics Anxiety Scale-Elementary were used as data collection tools. It was found that 5th, 6th, 7th and 8th grade students had middle level academic boredom in mathematics classes regardless of their grade levels. It was concluded that the self-efficacy perceptions related to performance accomplishments, vicarious experience and verbal persuasion were high in each class level, whereas the self-efficacy perceptions of emotional arousal were low. In general, it was relevealed that the anxiety of students in mathematics lessons was low while 8th grade students' mathematics anxiety was higher than the 5th, 6th and 7th grade students. Moreover, findings also revealed that there was a low positive relationship between students' boredom in mathematics lessons and vicarious experience which is used in lessons. No relation was found between the boredom and mathematics anxiety of students.
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DeChenne, Sue Ellen, Natalie Koziol, Mark Needham, and Larry Enochs. "Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants." CBE—Life Sciences Education 14, no. 3 (2015): ar32. http://dx.doi.org/10.1187/cbe.14-09-0153.

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Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.
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Dian, Fransisca Tanjung. "Self Efficacy dalam Pembelajaran Online Matematika." J-PiMat : Jurnal Pendidikan Matematika 4, no. 2 (2022): 517–28. http://dx.doi.org/10.31932/j-pimat.v4i2.2024.

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Abstract. The ability of self-efficacy is considered to be closely related to students' mathematical learning outcomes, especially in how far students have confidence and want to continue trying to solve mathematical problem solving problems. In face-to-face learning, the four main sources of creating self-efficacy abilities are mastery experiences, modeling, social persuasion, and physiological states (Bandura, 1997). However, along with technological developments and the demands of the situation in the midst of a pandemic, teachers and students must have a strategy to continue to develop self-efficacy abilities, even though learning at this time can only be done through distance or online learning. The purpose of this article is to present several alternative ways to continue to develop students' self-efficacy abilities in the context of an online learning environment, especially in the field of mathematics. The writing of this article uses the method of literature review from books and articles. There are three subtopics that will be explained, namely what self-efficacy abilities are, how students' self-efficacy abilities can be formed, and how to develop self-efficacy abilities in online mathematics learning.
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Martínez-Sierra, Gustavo, Jonathan Cervantes-Barraza, and Lorena Jiménez-Sandoval. "Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study." Uniciencia 35, no. 1 (2021): 245–64. http://dx.doi.org/10.15359/ru.35-1.15.

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There is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexican students who choose a mathematics degree through their mathematics life story. The conceptualization of a mathematical narrative identity divided into motivations, sources of motivation, and expectations allowed the identification of the following: (1) motivation of Mexican students for choosing a math degree, (2) sources of this motivation, and (3) future expectations related to this choice. This qualitative study was conducted based on a case study to prepare an in-depth analysis of multiple cases and frame them into a general description. Data was gathered from 47 interviews to collect students’ mathematics life stories. The four thematic analyses gave the following results: (1) the three main motivations were “liking mathematics”, self-efficacy belief, and the desire to become a “good teacher”, (2) the two main expectations were “being a good teacher” and “learning more mathematics”, and (3) the four main sources of motivations were self-efficacy belief, having “good teachers”, indirect experiences, and mastering knowledge. Results have similarities with the importance of self-efficacy beliefs and differences between “liking mathematics” and the desire to become a “good teacher” regarding the psychological explanations about the motivational forces to choose a math degree.
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Damaryanti, Desi Dwi, Scolastika Mariani, and Mulyono Mulyono. "The Analysis of Geometrical Reasoning Ability Viewed from Self-Efficacy on Connected Mathematic Project (CMP) Learning Etnomathematics-Based." Unnes Journal of Mathematics Education 6, no. 3 (2017): 325–32. http://dx.doi.org/10.15294/ujme.v6i3.17126.

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The purpose of this research was to know the geometrical reasoning ability of the students viewed from the self-efficacy through the learning of Connected Mathematic Project (CMP) ethnomathematic-based. The type of this research was qualitative which was descriptive. To obtained the validity of the qualitative data, the checking technique used in this research was sources triangulation, which had been done by comparing the suitability of the obtained data from the results of the interview and the test. Population of this research was the students of grade VIII at SMP Negeri 1 Sidoharjo and the sample was the students from VIII A Class. At the final, 12 research subjects were chosen to represent the group of level 1 self-efficacy, level 2 self-efficacy, level 3 self-efficacy, level 4 self efficacy, level 5 self-efficacy, and level 6 self-efficacy. In this research, there was a finding which shows us that the students with high self-efficacy had low ability to finish the geometrical reasoning ability test, while the students with low self-efficacy had the ability to finish the geometrical reasoning ability test. The factors which affected the finding were the motivations and the interest of learning mathematics which was affecting the attitude of the students in the classroom.
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Martínez-Sierra, G., J. Cervantes-Barraza, and L. Jiménez-Sandoval. "Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study." Uniciencia 35, no. 1 (2021): 245–64. https://doi.org/10.5281/zenodo.4018193.

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There is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexican students who choose a mathematics degree through their mathematics life story. The conceptualization of a mathematical narrative identity divided into motivations, sources of motivation, and expectations allowed the identification of the following: (1) motivation of Mexican students for choosing a math degree, (2) sources of this motivation, and (3) future expectations related to this choice. This qualitative study was conducted based on a case study to prepare an in-depth analysis of multiple cases and frame them into a general description. Data was gathered from 47 interviews to collect students’ mathematics life stories. The four thematic analyses gave the following results: (1) the three main motivations were “liking mathematics”, self-efficacy belief, and the desire to become a “good teacher”, (2) the two main expectations were “being a good teacher” and “learning more mathematics”, and (3) the four main sources of motivations were self-efficacy belief, having “good teachers”, indirect experiences, and mastering knowledge. Results have similarities with the importance of self-efficacy beliefs and differences between “liking mathematics” and the desire to become a “good teacher” regarding the psychological explanations about the motivational forces to choose a math degree.
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Putri, Dhian Riskiana. "Implementasi Regulasi Emosi dalam Meningkatkan Efikasi diri Difabel." At-Taujih : Bimbingan dan Konseling Islam 3, no. 2 (2020): 70. http://dx.doi.org/10.22373/taujih.v3i2.8241.

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People with disabilities still experience many difficulties in their social life. People with disabilities rarely get the opportunity to get a good education and job. Some people still consider diffable as people who have shortcomings so that they must be pitied. This social treatment will affect the level of self-efficacy in persons with disabilities. The diffable is expected to be able to increase self-efficacy by controlling emotions skills so that they do not get trapped in pessimistic thinking. Counseling steps with emotional regulation techniques are offered to overcome the problem of self-efficacy with disabilities. This study aims to find the implementation of counseling services with emotion regulation techniques to increase the self-efficacy of people with disabilities. This research is important because people with disabilities need assistance in increasing self-efficacy due to the social treatment they receive. This study uses literature study techniques by looking for reference sources related to disabilities, self-efficacy, and emotion regulation techniques. The library sources are then combined, to then look for the formulations and conclusions.
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Lent, Robert W., Steven D. Brown, Mark R. Gover, and Sukhvender K. Nijjer. "Cognitive Assessment of the Sources of Mathematics Self-Efficacy: A Thought-Listing Analysis." Journal of Career Assessment 4, no. 1 (1996): 33–46. http://dx.doi.org/10.1177/106907279600400102.

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Lee, Yejin, and Eunju Lee. "Structural relationships of other-based sources of self-efficacy with self-efficacy and class engagement in mathematics and physical education." Korean Journal of Educational Psychology 37, no. 3 (2023): 265–88. http://dx.doi.org/10.17286/kjep.2023.37.3.02.

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Menon, Deepika, Deef A. A. Shorman, Derek Cox, and Amanda Thomas. "Preservice Elementary Teachers Conceptions and Self-Efficacy for Integrated STEM." Education Sciences 13, no. 5 (2023): 529. http://dx.doi.org/10.3390/educsci13050529.

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Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of preservice teachers’ integrated STEM teaching self-efficacy. This mixed-methods study investigates how preservice elementary teachers’ integrated STEM teaching self-efficacy is shaped during their participation in a newly redesigned STEM semester consisting of three concurrent methods courses (science and engineering, mathematics, and technology methods courses). The quantitative data sources included the Self-efficacy for Teaching Integrated STEM instrument administered as a pre- and post-test, demographic, and open-ended questionnaire. The qualitative data sources included STEM identity letters, integrated STEM models, and STEM growth reflections. Quantitative results showed statistically significant positive gains in integrated STEM-teaching self-efficacy from the beginning to the end of the semester. The results from the content analysis also revealed positive shifts in PSTs’ conceptions and attitudes about STEM. Notably, having a similar discourse across the three parallel-running methods courses provided a suitable context for preservice teachers to develop a shared understanding of integrated STEM. Implications for preservice STEM teacher preparation and research are discussed.
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Falco, Lia D., and Jessica J. Summers. "Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention." Journal of Career Development 46, no. 1 (2017): 62–76. http://dx.doi.org/10.1177/0894845317721651.

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This study evaluated whether a career group intervention that incorporates the four sources of self-efficacy and addresses perceived career barriers is effective at improving the career decision self-efficacy and science, technology, engineering, and mathematics (STEM) self-efficacy for adolescent girls. Of the 88 girls in our study, 42 students were Latina and 46 were White, 40 were freshman, and 48 were sophomores attending the same high school. From this sample, 44 of these girls participated in a 9-week treatment group. Using repeated measures analysis of covariance with ethnicity and grade as covariates, results indicated that, compared with the control group ( n = 44), participants in the treatment group improved significantly on variables of career decision self-efficacy and STEM self-efficacy and increased those gains at 3-month follow-up. The discussion focuses on implications for career counseling, limitations of the study, and future research.
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Kim, Seokhyun, and Eunju Lee. "The Differential Associations Between Sources of Self-efficacy and Self-efficacy in Mathematics: The Predictive Effects of 3×2 Achievement Goals." Korean Journal of Educational Psychology 34, no. 1 (2020): 91–113. http://dx.doi.org/10.17286/kjep.2020.34.1.05.

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Al Umairi, Khalid Saif Salim, Umi Kalsum Mohd Salleh, and Hutkemri Zulnaidi. "Adaptation of the sources of the mathematics self-efficacy scale for Oman: A validation study." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 9 (2023): em2321. http://dx.doi.org/10.29333/ejmste/13481.

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The current study aims to adapt sources of middle school mathematics scale developed by Usher and Pajares (2009) to the Omani context. The study sample consisted of 700 students (379 girls and 321 boys) from the eighth grade in middle schools in Oman. The results of this study showed that sources of middle school mathematics self-efficacy scale (SMES) (adaption) resemble the original version of which developed by Usher and Pajares (2009). Confirmatory factor analysis showed good fit indices, with χ<sup>2</sup>=767.8, df=224, comparative fit index=.928, standardized root mean square residual=.0478, and root mean square error approximation=.059. The scale also displayed a robust internal consistency–Cronbach’s alpha coefficient was above 0.8 and for its subscales as well. The indices of convergent and divergent validity for this scale were all significant (p<0.001). Therefore, SMES is psychometrically sound and can be applied to the Omani context.
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Olivares, Vidal, and Robert J. Ceglie. "The Intergenerational Transmission of Mathematics Attitudes." International Journal of Education in Mathematics, Science and Technology 8, no. 2 (2020): 76. http://dx.doi.org/10.46328/ijemst.v8i2.741.

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Cold sweats, head shakes, and memories of hardship are the common reactions when adults are introduced to a high school mathematics teacher. These negative reactions contribute to an attitude towards mathematics that continues to permeate American society. Unfortunately, there is a growing concern that these negative attitudes may be passed from adults to susceptible youth resulting in a never-ending cycle of dislike towards mathematics. The current study aimed to investigate the ways in which students internalize the mathematics attitudes of their parents in light of mathematics capital theory. Instruments measuring self-efficacy beliefs in mathematics, as well as value placed on learning content were administered to all juniors, seniors, and their parents in a suburban school district. The survey data was analyzed to identify candidates for interviews. Interviews of eight parents and their children were conducted to explore the sources of the students’ self-efficacy beliefs. Findings revealed that the relationship between a parent and child’s belief systems is complex and varies according to the parent’s level of mathematics beliefs.
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Lau, Christina, Anastasia Kitsantas, Angela D. Miller, and Ellen B. Drogin Rodgers. "Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students." Social Psychology of Education 21, no. 3 (2018): 603–20. http://dx.doi.org/10.1007/s11218-018-9431-4.

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ASLAN, Ali, and Hilal DURMAZ UZUNOĞLU. "REVISION OF THE SCALE OF DETERMINING THE SOURCES OF SELF-EFFICACY BELIEF FOR MIDDLE SCHOOL STUDENTS." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (2021): 95–110. http://dx.doi.org/10.46291/zfwt/130106.

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Bandura argued that self-efficacy belief is nourished by four sources. These are masyery performance (performance accomplishments), vicarious experiences, verbal (social) persuasion, physiological and emotional states. The aim of this study is to rearrange the "Determining the Sources of Self-Efficacy Beliefs of Primary School Students" scale and to examine the revision of the new form for middle school students. In the new form of the scale prepared for secondary school students, the items were expressed in the form of question and the options were formed in the 5-point Likert; highly increase (5), quite increase (4), moderate increase (3), slightly increase (2), never increase (1). The scale items are based on mathematics. Confirmatory factor analysis (CFA) was conducted to demonstrate suitability of this new form of the scale for the middle school students. At the end of the study, it was found that the structure of scale with 4-factor and 12-item was protected, in other words, the new form of the scale gave valid and reliable results on middle school students. Keywords: Self-efficacy belief, sources of self-efficacy belief, confirmatory factor analysis, middle school students.
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Echeverría Castro, Sonia Beatriz, Mirsha Alicia Sotelo Castillo, Christian Oswaldo Acosta Quiroz, and Laura Fernanda Barrera Hernández. "Measurement Model and Adaptation of a Self-Efficacy Scale for Mathematics in University Students." SAGE Open 10, no. 1 (2020): 215824401989908. http://dx.doi.org/10.1177/2158244019899089.

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The aim of the study was to adjust the measurement model of an instrument of sources of Self-efficacy for Mathematics to sample of university students from Northeast of Mexico and the sex measurement invariance. A second-order modeling was performed, which shows convergent and discriminant validity, which corresponds to the original Bandura theory of self-efficacy and contains four factors: experience in mastery, social persuasion, vicarious learning, and physiological state (emotional activation). There was adequate goodness of fit of the model in the confirmatory analysis. The advantages of the use of this instrument are discussed for its simplicity and ease of applications, qualification, and interpretation, to be used by teachers, tutors, and advisors of mathematics.
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Yurekli, Bilge, Mine I#x15F;ıksal-Bostan, and Erdinç Çakıroğlu. "Sources of preservice teachers’ self-efficacy in the context of a mathematics teaching methods course." Journal of Education for Teaching 46, no. 5 (2020): 631–45. http://dx.doi.org/10.1080/02607476.2020.1777068.

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Lindt, Suzanne F., and Dittika Gupta. "Impact of Informal Experiences: Changes in Mathematics Motivation for Middle Schoolers." World Journal of Education 10, no. 3 (2020): 88. http://dx.doi.org/10.5430/wje.v10n3p88.

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The current research sought to examine the impact of a week-long mathematics camp on motivation and self-efficacy beliefs of participating middle school students. Middle school students participated in a one-week mathematics camp on a college campus, where they worked on authentic mathematics activities that were applied to real world concepts. The activities were developed by a mathematics educator and were facilitated by trained college students. Middle school students responded to the Sources of Self-Efficacy measure before and after the mathematics camp to determine whether changes occurred in various motivational variables resulting from their participation in the camp. Parallel t-tests indicated significant positive changes in students’ vicarious experiences and mastery goals to suggest that participation in the camp may have caused students to feel more confident in their ability to work through math problems and to adopt learning goals for mastering mathematics content. Providing middle school students with informal learning experiences in mathematics may help them in creating long-term goals for their learning.
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Moore, Laura, and Robert N. Ronau. "Interactive Homework: A Tool for Parent Engagement." Education Sciences 14, no. 1 (2024): 103. http://dx.doi.org/10.3390/educsci14010103.

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Families have largely been excluded from the implementation of the Common Core State Standards in Mathematics (CCSSM), reducing their ability to extend their child’s mathematics learning. CCSSM emphasizes different instructional elements (e.g., pictorial representations, problem solving, multiple strategies for solving) that may differ greatly from how parents learned mathematics. In addition, many school officials have ineffectively engaged parents in the changes, further diminishing their capacity to participate in their child’s learning. This case study examined parent mathematics self-efficacy and parent mathematics knowledge for teaching, factors that influence the effectiveness of their engagement in their child’s mathematics learning. This study was also implemented to identify elements that the parent participant found helpful for their child’s mathematics learning. A thematic analysis was performed on the data sources, the interactive homework assignments, a survey, observations, a researcher’s journal, and an interview to conclude that the interactive homework assignments improved parent mathematics self-efficacy and parent mathematics knowledge for teaching. The parent participant also identified the assignments’ side-by-side examples, additional practice, and the easy access of the assignments as features of the intervention that enhanced her ability to support her child.
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González Franco, Verónica, Sonia Beatriz Echeverría Castro, and Mirsha Alicia Sotelo Castillo. "Autoeficacia y desempeño en función de la metodología de enseñanza de estadística." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 16, no. 3 (2023): 1–10. https://doi.org/10.37819/revhuman.v16i3.1488.

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In order to compare the self-efficacy and performance in statistics of university students, before and after a traditional statistics course and one whit the problem-solving methodology, a quasi-experimental study was carried out on two intact groups of 84 and 115 students from psychology, respectively, applying a statistical self-efficacy sources test as a pre- and post-test, a mathematics exam before the course, and a statistics exam after the course. The results showed a significant difference in performance in statistics after the course, the experimental group had better resultsresults.
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Pei-Boon, Ooi, Wan Marzuki Wan Jaafar, Ang Chin-Siang, and Chan Nee-Nee. "Psychometric Properties of the Sources of Counseling Self Efficacy in a Sample of Malaysian Secondary School Counselors." SAGE Open 10, no. 1 (2020): 215824402090207. http://dx.doi.org/10.1177/2158244020902076.

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Self-efficacy has been considered an essential mediator and predictor of individual counseling performance. As there is no existing scale to measure counseling self-efficacy in the counseling domain, the Sources of Middle School Mathematics Self-Efficacy Scale was modified in this study. The purpose of this study is to examine the psychometric properties of the Sources of Counseling Self-Efficacy Scale, Malaysia (SCSE-M) in a sample of 541 Malaysian secondary school counselors. In addition, it aims to also examine the invariance between registered and non-registered counselors. The results reveal that the SCSE-M four-factor model (social persuasion, mastery experience, vicarious learning, and physiological and affective state) has good fit and is appropriate in the domain-specific counseling profession. In terms of validity and reliability, SCSE-M reported good internal consistency and support for configural, metric, and scalar invariance among registered and non-registered counselors. The generalizability of the results should be considered as tentative and limited to public secondary schools’ counselors who were the sample in this study. More research is needed in the other private, international, primary, and tertiary counseling sectors to determine the appropriateness of the SCSE-M for use in the counseling domain in Malaysia.
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Wickliff, Gregory, Allison Elowson, Christopher Gordon, et al. "Student Research, Communication, and Scientific Reasoning in a Mathematics Enrichment Program." Journal of STEM Education: Innovations and Research 25, no. 3 (2024): 16–25. https://doi.org/10.63504/jstem.v25i3.2657.

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Summer Ventures in Science and Mathematics is a four-week summer enrichment program where high school students study a variety of STEM topics. This article explores how participation in the Mathematical Evolution course affected students’ skills in research, communication, and scientific reasoning and changes in self-efficacy towards STEM. Data was gathered using the Test of Scientific Literacy Skills (TOSLS), S-STEM survey, as well as examining student research papers, presentation posters, oral presentations, and presentation slides. Evaluation of student research papers indicated that students were able to identify and state a research problem, cite sources of information, and write the final report with support from mentors. The TOSLS indicated that students understand the scientific process and apply mathematical principles when given data, though they lack the ability to interpret data. Analysis of a two-tailed T-test of the S-STEM survey revealed that students’ self-efficacy remained largely unchanged, but four items showed a statistically significant change pre- and post-program. This study indicates students improved their skills in research, communication, and scientific reasoning and self-efficacy by participating in an intensive summer mathematics program.
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Januard, D. Dagdag, A. Palapuz Noel, and A. Calimag Nikka. "Predictive ability of problem-solving efficacy sources on mathematics achievement." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1185–91. https://doi.org/10.11591/ijere.v10i4.21416.

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This study examined the relationship between mathematics achievement and mathematics problem-solving efficacy sources. A cluster sample of 123 first year prospective teachers of a Philippine higher education institution responded to a 30-item problem-solving efficacy scales and took the teacher-made tests in Mathematics in the Modern World course; namely, Non-Routine Problem Solving and Natures and Numbers Pattern Tracing (NRPS-NNPT), Math Language and Symbols (MLS), and Data Management (DM). The research data was analyzed using Descriptive statistics, Pearson-r and Standard Multiple Regression. On the average, the respondents had satisfactory mathematics achievement. They reported a high level of social persuasion and somatic response and a low level of vicarious experience and mastery experience in mathematics problem-solving. Vicarious experience was directly associated with mastery experience while social persuasion and mastery experience were both inversely related to somatic responses. Among the four problem-solving efficacy sources, only social persuasion significantly predicted mathematics achievement specifically in the areas of NRPS-NNPT, MLS, and DM. Thus, becoming a trusted voice of encouragement and designing a persuasive and optimistic learning environment are highly recommended roles of schools to facilitate students’ mathematics achievement.
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Gao, Jie. "Sources of Mathematics Self-Efficacy in Chinese Students: a Mixed-Method Study with Q-Sorting Procedure." International Journal of Science and Mathematics Education 18, no. 4 (2019): 713–32. http://dx.doi.org/10.1007/s10763-019-09984-1.

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46

Dagdag, Januard D., Noel A. Palapuz, and Nikka A. Calimag. "Predictive ability of problem-solving efficacy sources on mathematics achievement." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1185. http://dx.doi.org/10.11591/ijere.v10i4.21416.

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<span>This study examined the relationship between mathematics achievement and mathematics problem-solving efficacy sources. A cluster sample of 123 first year prospective teachers of a Philippine higher education institution responded to a 30-item problem-solving efficacy scales and took the teacher-made tests in Mathematics in the Modern World course; namely, Non-Routine Problem Solving and Natures and Numbers Pattern Tracing (NRPS-NNPT), Math Language and Symbols (MLS), and Data Management (DM). The research data was analyzed using Descriptive statistics, Pearson-r and Standard Multiple Regression. On the average, the respondents had satisfactory mathematics achievement. They reported a high level of social persuasion and somatic response and a low level of vicarious experience and mastery experience in mathematics problem-solving. Vicarious experience was directly associated with mastery experience while social persuasion and mastery experience were both inversely related to somatic responses. Among the four problem-solving efficacy sources, only social persuasion significantly predicted mathematics achievement specifically in the areas of NRPS-NNPT, MLS, and DM. Thus, becoming a trusted voice of encouragement and designing a persuasive and optimistic learning environment are highly recommended roles of schools to facilitate students’ mathematics achievement.</span>
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MZ, Zubaidah Amir, and Fitria Rizka Mulyani. "STUDI LITERATUR: PENGARUH PENERAPAN MODEL CTL TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA DAN SELF EFFICACY SISWA." Jurnal Prinsip Pendidikan Matematika 1, no. 2 (2019): 37–45. http://dx.doi.org/10.33578/prinsip.v1i2.27.

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Various research and facts on the field show that students' mathematics learning achievement in Indonesia has not been satisfactory. This is due to various factors, one of which is the method of learning and the ability of students. One of the cognitive abilities that play a role in the success of students in learning mathematics is the ability of mathematical connections. In addition, affective ability is also very important role, one of them ability self efficacy. Between the ability of mathematical connections and self efficacy is positively correlated which became one of the determinants of the success of learning mathematics students. This article intends to examine the effect of applying Contextual Teaching Learning (CTL) model to the ability of mathematical connection and student self efficacy. The method of writing this article is a study of literature sourced from previous studies and related journals.
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Sheu, Hung-Bin, Robert W. Lent, Matthew J. Miller, Lee T. Penn, Megan E. Cusick, and Nancy N. Truong. "Sources of self-efficacy and outcome expectations in science, technology, engineering, and mathematics domains: A meta-analysis." Journal of Vocational Behavior 109 (December 2018): 118–36. http://dx.doi.org/10.1016/j.jvb.2018.10.003.

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Faisal, Shah, Nabi Bux Jumani, and Seema Gul. "Curriculum Provisions for Classroom Instruction and Students’ Self-Efficacy at Secondary Level in Khyber Pakhtunkhwa." Global Regional Review IV, no. III (2019): 55–63. http://dx.doi.org/10.31703/grr.2019(iv-iii).07.

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Classroom instruction, as a key feature of formal education, primarily provided in the National Curriculum that aimed to materialize the curricular targets. This study was conducted with the objective to analyze the provisions for classroom instruction in the National Curriculum at secondary level that affects self-efficacy of the students in Khyber Pakhtunkhwa, a North-western province of Pakistan. The study was qualitative by design and conducted by employing Foucauldian discourse analysis of the core curriculum of Urdu, Mathematics, and Islamiyat for the sources of self-efficacy. The study found that the provisions, were either ignored or made idealistic without concrete provision in the classroom, proved to be pepped talk and were devoid of practical utility in the classroom for the purpose and, hence, were adversely affecting the efficacy belief of the students.
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Bangga, Dionafer. "Senior high school students’ self-efficacy and its relation to engagement in online class setting in a private university in the south of Metro Manila." Science Education International 32, no. 4 (2021): 302–7. http://dx.doi.org/10.33828/sei.v32.i4.4.

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This study explored the self-efficacy of senior high school Science, Technology, Engineering, and Mathematics (STEM) students (N = 134) in an online physics class in terms of gender and its relationship to engagement. The study employed a descriptive correlation research design. Adapted instruments namely ‘Sources of Self-Efficacy in Science Course – Physics’ (SSSCP) and ‘Engagement in Physics Scale’ (EPS) were used to collect the data from the students. SSSCP was correlated with the scores of ‘Self-Efficacy for Academic Milestone-Strength’ scale for its validity. Reliability and validity of EPS was examined through Cronbach alpha and confirmatory factor analysis with acceptable results. Mean and standard deviation were used to answer the research questions while independent samples t-test, Cohen’s d, and Pearson r correlation were used to test the hypotheses. It was revealed that both male and female students have a high level of self-efficacy in the following: overall, vicarious experience, verbal persuasion, and performance accomplishment with an average level for the emotional arousal. Furthermore, a significant difference across gender was found only on the emotional arousal sub-level with a small effect size of 0.32. Moreover, positive correlation was found between overall self-efficacy and overall engagement as well as on cognitive engagement. On the other hand, a negative correlation was revealed between overall self-efficacy and emotional engagement. Focusing on increasing the self-efficacy of students in an online physics class should be practiced by teachers in order to increase engagement.
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