Mathematics self-efficacy and calibration of ...
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Mathematics self-efficacy and calibration of students in a secondary mathematics teacher preparation program
Mathematics self-efficacy and calibration of students in a secondary mathematics teacher preparation program
Name:Personal
Champion, Joseph Role :Text(marcrelator)
creator
Champion, Joseph Role :Text(marcrelator)
creator
Name:Personal
Powers, Robert A Role :Text(marcrelator)
thesis advisor
Powers, Robert A Role :Text(marcrelator)
thesis advisor
Name:Personal
Blubaugh, William Role :Text
committee member
Blubaugh, William Role :Text
committee member
Name:Personal
Harding-DeKam, Jennifer Role :Text
committee member
Harding-DeKam, Jennifer Role :Text
committee member
Name:Personal
Allison, Dean Role :Text
committee member
Allison, Dean Role :Text
committee member
Name:Corporate
Mathematics Role :Text(marcrelator)
sponsor
Mathematics Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
typeOfResource
text genre(marcgt)
Thesis
Origin Information
Place
University of Northern Colorado (keyDate="yes")
2010-05 Place :Text
Greeley (Colo.)
2010-05
University of Northern Colorado (keyDate="yes")
2010-05 Place :Text
Greeley (Colo.)
2010-05
Language
:Text
English
English
Physical Description
238 pages
born digital
238 pages
born digital
abstract
Social cognitive research has linked students' perceived academic capabilities, or self-efficacy, to academic choices, self-regulation, and performance in diverse contexts from reading comprehension to mathematical problem solving. This study addressed a need to investigate the interactions among prior achievement, self-efficacy, calibration (the accuracy of self-efficacy beliefs), and mathematics performance for students enrolled in the content courses of a secondary mathematics teaching program. The sample included 195 students in 12 classes ranging from calculus to second-semester abstract algebra at a mid-sized U.S. doctoral-granting university with a large secondary mathematics teacher education program. Data included background surveys, self-efficacy ratings preceding final exams, completed final exams, and transcripts of interviews with 10 secondary mathematics majors. Data analysis utilized structural equation modeling, analysis of variance, and thematic coding. Findings from both quantitative and qualitative analyses suggested participants' perceptions of their prior math performance, together with strong self-efficacy and slight overconfidence, were most associated with increased final exam performance. The discussion includes potential implications of the study for the content preparation of secondary mathematics teachers. note
Related Item
:series
Related Item
:thesis(displayLabel="Degree Type")
Ph.D.
Ph.D.
Related Item
:thesis(displayLabel="Degree Name")
doctoral
doctoral
identifier:Local
Champion_unco_0161N_10028.pdf
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http://hdl.handle.net/10176/cogru:316
http://hdl.handle.net/10176/cogru:316
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Copyright is held by author.
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languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
accessCondition:restrictionOnAccess
Title Information:Alternative
Subject
Social Cognitive Theory
Social Cognitive Theory
Subject
Mathematics Education
Mathematics Education
Subject
Student Self-Efficacy
Student Self-Efficacy
Subject
Calibration
Calibration
Subject
Secondary Education
Secondary Education
Subject
Preservice Teachers
Preservice Teachers
Subject
Undergraduate Mathematics
Undergraduate Mathematics
Subject
Strucural Equation Modeling
Strucural Equation Modeling