Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

doi:10.1007/s13394-016-0185-z

Cited by 10 publications

(9 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Particularly, previous studies generally focused more on correlation between non-cognitive factors with students' achievement, that is a total of 13 studies (Cleary & Kitsantas, 2017;Desoete et al, 2018;Fielding-wells, Brien, & Makar, 2017;Hammoudi, 2018 Köller, Mcelvany, & Gebauer, 2018). 11 studies focused on teaching and learning or pedagogy (Chen, Star, Dede, & Tutwiler, 2018;Colliver, 2017;El-deghaidy, 2017;Fouze & Amit, 2018;Lazarides & Rubach, 2017; C. W. Lee, Walkowiak, & Nietfeld, 2017;Prast et al, 2018;Proudfoot & Kebritchi, 2017;Sriraman, 2017;Telegina & Drovosekov, 2019;Yang, 2015), five studies about the need of STEM intervention programs Falco, 2019;Mohamad Yusop, Sumari, K. Azeez, Said, & Mohd Jamil, 2015;Tran, 2018;Yusof & Jalil, 2012) and three studies were about students' SES factor (Alordiah, Akpadaka, & Oviogbodu, 2015;H. N. Haron, Kamaruddin, Harun, Abas, & Salim, 2019;Hentges, Galla, & Wang, 2018).…”

Section: General Findings and Background Of The Studiesmentioning

confidence: 99%

The Relationship Between Self Efficacy and Motivation With Stem Education: A Systematic Literature Review

Jaafar

Maat

2020

IJMOE

View full text Add to dashboard Cite

While Malaysia’s performance in the international assessment such as TIMSS and PISA are inclined to worry, enrollment of students in the science stream is also decreasing. Even though there are rapid changes made into the curriculum, teaching strategies and assessment method, the quality of Malaysia’s education system especially in mathematics have not shown any promising changes. The purpose of this study is to analyze previous studies on the relationship between students’ self-efficacy and motivation with STEM education. This systematic review is conducted by qualitatively analyzed 34 articles from Scopus, Google Scholar and MyJurnal using thematic analysis. The result of the analysis is categorized into six themes: non-cognitive factors, pedagogy, STEM intervention programs, social-economic status, teachers’ gender, and mathematics curriculum. The result shows that self-efficacy and motivation are highly affected by mathematics achievement. This paper suggesting a rapid study on STEM education at the primary school level so that issues related to mathematics achievement can be solved at an earlier stage.

show abstract

Section: General Findings and Background Of The Studiesmentioning

confidence: 99%

The Relationship Between Self Efficacy and Motivation With Stem Education: A Systematic Literature Review

Jaafar

Maat

2020

IJMOE

View full text Add to dashboard Cite

show abstract

“…The emotional intelligence indicators measured in this study are based on N urdiansyah (2016), i.e., recognizing selfemotions; managing emotions; motivating yourself; recognizing the emotions of others (empathy); and; fostering relationships. Selfefficacy is a fundamental subjects are taught at all grade levels to all students across the world (Lee, Walkowiak, & Nietfeld, 2017;Louis & Mistele, 2012). Mathematics selfefficacy is closely related to mathematics self-concept (Bagaka's, 2011; Bursal, 2010;Huang, Zhang, & Hudson, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Emotional Intelligence and Self Effycacy Towards Students Achievement

Farhan

Alfin

2019

JIPM

View full text Add to dashboard Cite

<pre>This research aims at revealing the effect of emotional intelligence and self-efficacy towards learning achievement of the 8th grade students in SMP Islam Terpadu Ar-Rahman south of Jakarta. This type of research is a survey method. Data instruments are emotional intelligence questionnaires and self-efficacy questionnaires, the mathematics learning achievement data from the daily test scores of students through the description questions. The data analysis technique used is multiple regression analysis. The results of the regression analysis of significance between emotional intelligence on mathematics learning achievement showed the results as much as 0,551 (0,551 > 0,05), self-efficacy towards mathematics learning achievement as much as 0.333 (0.333> 0.05). The significance of variance analysis was obtained at 0.350 (0.350> 0.05). The results of this data analysis show that emotional intelligence and self-efficacy together no meaningful affect the learning achievement of mathematics. The implication of this study is that students who have high and moderate emotional intelligence and self-efficacy do not have a significant effect on improving learning achievement, thus emotional intelligence and self-efficacy are not the main factors that influence student learning achievement.</pre>

show abstract

“…Of these four factors, "mastery experiences" and "vicarious experiences" directly relate to the course enhancement components that I am presenting through this research. Mastery experiences can be thought of as experiences POSSIBLE EFFECTS OF A COURSE ENHANCEMENT 20 which take place in a real class setting and vicarious experiences can be thought of as observational opportunities for teaching candidates (Lee, Walkowiak, & Nietfeld, 2017).…”

Section: Factors Associated With Elementary Teaching Candidates' Selfmentioning

confidence: 99%

“…There are a number of studies which demonstrate a positive correlation between teaching candidates' feelings of preparedness and their self-efficacy in teaching (Darling-Hammond et al, 2002;Bleicher, 2007;Palmer, 2006;Lee et al, 2017). Another body of research exhibits the relationship that teacher's beliefs have on their classroom behaviors and practices through the use of different measurement instruments and results (McGee & Wang, 2014;Tschannen-Moran & Hoy, 2001).…”

Section: Factors Associated With Elementary Teaching Candidates' Selfmentioning

confidence: 99%

“…Simply put, the more prepared a teaching candidate feels through their preparatory work, the more confidence they will have headed into the classroom, and consequently the better their students will perform. Higher levels of self-efficacy lead to higher levels of teaching practices and behaviors, which ultimately leads to increased learning opportunities for students (Lee et al, 2017). With adequate preparation and higher confidence, teachers can offer more to their students.…”

Section: Factors Associated With Elementary Teaching Candidates' Selfmentioning

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

Cited by 10 publications

References 54 publications

The Relationship Between Self Efficacy and Motivation With Stem Education: A Systematic Literature Review

The Relationship Between Self Efficacy and Motivation With Stem Education: A Systematic Literature Review

The Effect of Emotional Intelligence and Self Effycacy Towards Students Achievement

Possible Effects of a Course Enhancement on Elementary Pre-Service Teachers

Contact Info

Product

Resources

About