Coparenting matters: The mediating effect of implicit theories of intelligence and depression on the relation between coparental conflict and STEM self-efficacy among Chinese adolescents

Zhang, Yuchi; Liu, Simeng; Yang, Lihong; Feng, Tian; Yang, Xinrong

doi:10.1007/s12144-022-03118-7

Cited by 6 publications

(5 citation statements)

References 94 publications

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“…Liu and Koirala (2009), Trujillo andTanner (2014), andAppiah et al (2022) discovered that mathematics self-efficacy was a strongly favorable predictor of mathematics achievement, confirming the study's findings. Zhang et al (2022), Blackmore et al (2021), and Flowers and Banda (2016) all support this finding and admonished that one must initially recognize the direct effects of self-efficacy on academic achievement before building a strategy for boosting students' migration from SHS to tertiary education to pursue STEM-related programs.…”

Section: Discussionmentioning

confidence: 81%

“…McConnell et al (2010) also indicated that students with low self-efficacy but good academic backgrounds obtained the same grades as those with high self-efficacy but with lower academic backgrounds. Zhang et al (2022) found self-efficacy to be essential in supporting an individual student's STEM career choice. Flowers and Banda (2016) contend that self-efficacy, especially about the progress of science authenticity, is an important and understudied section of the STEM achievement challenge for disadvantaged students.…”

Section: Self-efficacy Impact On Mathematics Achievementmentioning

confidence: 99%

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Improving STEM mathematics achievement through self-efficacy, student perception, and mathematics connection: The mediating role of student interest

Oppong-Gyebi,

Dissou,

Brantuo

et al. 2023

JPR

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Science, technology, engineering, mathematics (STEM) education, the current engine for this technological generation, has made its way into Ghana's education system and is progressively becoming autonomous, particularly at the senior high level. It depends extensively on student mathematics performance to progress into their various dream STEM career programs. It is worthwhile to study the relationships between STEM students' mathematics (perception, self-efficacy, and connection) and mathematics achievement with their study interest mediating between them. The researchers purposively and conveniently sampled 385 general science respondents from eight selected senior high schools in the Kumasi metropolis for this study. The study produces results by quantifying and analyzing the collected data by investigating the six distinct hypotheses with structural equation model (SEM) using SPSS (26) and AMOS (24) software to confirm or refute fundamental assumptions. The study suggests that general science students' mathematics self-efficacy and connection directly impact their mathematics performance and, at the same time, somewhat mediate their ability to perform well in mathematics through their study interest. Moreover, there was no relationship between mathematical perception and student interest or achievement. Students must continue to evaluate the efficacy of their learning tactics to achieve academic excellence, and they must make reliable and self-efficacious evaluations of their mathematical learning as well as their mathematics connections to other STEM subjects to improve their study interest and mathematics achievement. The study recommends that stakeholders, curriculum developers, and implementers of the new STEM curriculum try to connect mathematics to all aspects of STEM as much as possible to either directly improve their performance or increase their interest in improving their mathematics education.

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Section: Discussionmentioning

confidence: 81%

Section: Self-efficacy Impact On Mathematics Achievementmentioning

confidence: 99%

Improving STEM mathematics achievement through self-efficacy, student perception, and mathematics connection: The mediating role of student interest

Oppong-Gyebi,

Dissou,

Brantuo

et al. 2023

JPR

View full text Add to dashboard Cite

show abstract

“…We tested our hypotheses using a structural equation modelling (SEM) framework with a mediation model. The same analyses were conducted for both samples [ 81 , 82 ]. Following the two-stage approach of Anderson and Gerbing [ 83 ], first, confirmatory factor analysis (CFA) was used to confirm the fit of the measurement model to the data.…”

Section: Methodsmentioning

confidence: 99%

How Does Abusive Supervision Affect Organisational Gossip? Understanding the Mediating Role of the Dark Triad

Uçan,

Avci

2023

Behavioral Sciences

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According to the trait activation theory (TAT), personality characteristics are dormant until contextual elements stir them into action. Personality traits are expected to be activated in the context of abusive supervision. From this perspective, our paper examines whether abusive supervision affects organisational gossiping behaviour through the dark triad. To this end, this study examines the mediating effects of the dark triad on the relationship between abusive supervision and organisational gossip based on cross-sectional data gathered from two separate samples. Using the results from structural equation modelling, it is evident that abusive supervision activates the dark triad, and its context influences organisational gossip in line with the TAT. In addition, our results show that abusive supervision positively affects gossip for information gathering and relationship building, with the dark triad proving to be completely mediating. This finding implies that abusive supervision is a contextual factor, and as such, behaviours such as consistent ill treatment and non-violent, verbal or non-verbal hostile acts will have long-term and lasting effects on organisational communication in many organisations. This study offers significant policy implications concerning behavioural issues within education-centred organisations.

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“…Davis et al reported that a fixed mindset could result in the feeling of helplessness when facing setbacks and challenges, which in turn decreases mathematics self-efficacy (Davis et al, 2010 ). Recent intervention studies reported that growth mindset intervention could improve students' self-efficacy (Samuel and Warner, 2019 ; Zhang et al, 2022 ). For example, a two-semester intervention based on a growth mindset was executed in a college statistics course.…”

Section: Literature Reviewmentioning

confidence: 99%

How growth mindset influences mathematics achievements: A study of Chinese middle school students

2023

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IntroductionIt has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements.MethodsThis study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset. A total number of 266 middle school students in China participated in this study. Students' mindset and related variables (i.e.,motivations to learn mathematics, attributions of failure in mathematics, mathematics anxiety, mathematics self-efficacy) were measured at year 7, the first year of junior middle school in China. These students' mathematics learning outcomes were tracked from year 7 to year 9, the end of junior middle school. Structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements.ResultsThe results show that: (1) growth mindset doesn't directly predict mathematics achievements; (2) growth mindset indirectly influences mathematics achievements through intrinsic motivation; (3) failure attributions and mathematics self-efficacy sequentially mediate the association between growth mindset mathematics achievements; (4) failure attributions and mathematics anxiety sequentially mediate the relationship between growth mindset mathematics achievements.DiscussionThe results of this study contribute a better understanding about how growth mindsets make impacts on middle school students' mathematics achievements. These findings have important implications for mathematics education in that we could not simply cultivate students' growth mindset in schools with expectations of higher mathematics learning outcomes. Instead, along with the growth mindset intervention, it is fundamental to make interventions on students' intrinsic motivation, failure attribution, mathematics self-efficacy, and mathematics anxiety in mathematics teaching and learning.

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Coparenting matters: The mediating effect of implicit theories of intelligence and depression on the relation between coparental conflict and STEM self-efficacy among Chinese adolescents

Cited by 6 publications

References 94 publications

Improving STEM mathematics achievement through self-efficacy, student perception, and mathematics connection: The mediating role of student interest

Improving STEM mathematics achievement through self-efficacy, student perception, and mathematics connection: The mediating role of student interest

How Does Abusive Supervision Affect Organisational Gossip? Understanding the Mediating Role of the Dark Triad

How growth mindset influences mathematics achievements: A study of Chinese middle school students

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