“I Can Math!”: Reducing Math Anxiety and Increasing Math Self-Efficacy Using a Mindfulness and Growth Mindset-Based Intervention in First-Year Students

Samuel, Tashana S.; Warner, Jared

doi:10.1080/10668926.2019.1666063

Cited by 93 publications

(82 citation statements)

References 55 publications

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“…Previous studies have reached a consensus that academic self-efficacy was an important construct to explain students' achievement-related behaviors related to learning and performance (Schunk, 1989 ; Pajares, 1996 ; Chemers et al, 2001 ; Choi, 2005 ; Komarraju and Nadler, 2013 ; Macphee et al, 2013 ). Self-efficacy beliefs can not only predict a student's performance in mathematics such as the accuracy of mathematical operations and the ability of mathematic problem-solving (Schunk and Hanson, 1985 ; Pajares and Miller, 1994 ), but also can decrease mathematics anxiety (Samuel and Warner, 2019 ). Also, it has demonstrated that students with a stronger self-efficacy showed greater persistence on difficult math items than those with lower self-efficacy (Collins, 1982 ).…”

Section: Introductionmentioning

confidence: 99%

“…Martocchio ( 1994 ) found that self-efficacy increased for students with a growth mindset vs. decreased for those with a fixed mindset in the face of a challenging computers course. Samuel and Warner ( 2019 ) found that college students' self-efficacy in math was increased through a combination intervention of mindfulness and intelligence mindsets. Mcwilliams ( 2014 ) found that students with a growth mindset tend to make internal attributions and have a strong sense of academic self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators

Wan

et al. 2021

Front. Psychol.

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This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math grade. Further, intelligence mindsets had a significant positive effect on math achievement, and failure beliefs and math self-efficacy played a full mediating role in the relationship between intelligence mindsets and math achievement. Moreover, intelligence mindsets affected math achievement through the chain mediating role of failure beliefs and math self-efficacy. These above findings contribute to advance our knowledge about the underlying mechanisms through which intelligence mindsets affect math achievement, which are of great significance to students' growth and current educational practice.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators

Wan

et al. 2021

Front. Psychol.

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“…When anxiety is regulated or redirected, students often obtain a significant increase in their performance (Maloney & Beilock, 2012). Many treatments, including those that focus on interpreting psychological arousal (Jamieson, Peters, Greenwood, & Altose, 2016), narrative and mindset intervention (Samuel & Warner, 2019;Supekar, Iuculano, Chen, & Menon, 2015), and expressing anxious feelings (Park, Ramirez, & Beilock, 2014), have been developed in the past decades and have proven to be effective for reducing mathematics anxiety (for a review, also see Ramirez, Hooper, et al, 2018). These interventions could serve as a pre-exercise before other interventions that aim to improve students' flexibility.…”

Section: Discussionmentioning

confidence: 99%

How mathematics anxiety affects students' inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection

Jiang

Liu

Star³

et al. 2020

Brit J of Edu Psychol

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BackgroundToo many students persevere in relying upon one (sometimes suboptimal) strategy for solving a wide range of problems, even when they know more efficient strategies. Although many studies have mentioned such phenomena, few studies have examined how emotional factors could affect this type of inflexible perseverance in strategy use.AimsTo examine whether mathematics anxiety could affect students' inflexible perseverance in strategy use and whether this effect could be mediated by cognitive reflection, which is the ability to engage in deliberate reasoning.Sample and methodIn Study 1, 164 undergraduate students' (18–22 years) mathematics anxiety, cognitive reflection, and performance in overcoming inflexible perseverance were measured by a questionnaire battery. Structural equation models were used to examine the correlations between these variables. In Study 2, 98 undergraduate freshmen (17–18 years) were assigned to two groups, where one group's mathematics anxiety was temporarily induced by task instructions, while the other group served as a control group. Cognitive reflection and inflexible perseverance of the two groups were compared.ResultsStudy 1 showed that mathematics anxiety was negatively correlated with students' performance on overcoming inflexible perseverance, while cognitive reflection mediated such an effect. Study 2 showed that compared to the control group, the experimental group showed lower cognitive reflection, which led to lower performance in overcoming inflexible perseverance.ConclusionsMathematics anxiety was showed to impair students' ability to engage in deliberate reasoning and was associated with inflexible use of strategies. Alleviating students' mathematics anxiety should be considered when promoting students' strategic flexibility.

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“…Sama juga dengan faktor sosial yang mungkin menyumbang bagi efikasi kendiri dan kebimbangan terhadap matematik mencakupi aspek misalnya, kebimbangan terhadap pembelajaran guru dan ibu bapa serta persekitaran (Chang & Beilock, 2016;Recber, Isiksal & Koç, 2018;Soni & Kumari, 2017). Tambahan pula, faktor mengenai kognitif yang menyebabkan kebimbangan terhadap matematik dikaitkan dengan working memory (Chang & Beilock 2016;Jaafar & Siti Mistima, 2020;Samuel & Warner, 2019). Oleh itu, jelaslah menunjukkan terdapat berbagai-bagai faktor yang boleh memungkinkan terjadinya efikasi kendiri dan kebimbangan terhadap matematik dan haruslah dipandang secara teliti dan menyeluruh.…”

Section: Kebimbangan Dan Efikasi Kendiri Pelajar Dalam Pembelajaran Munclassified

“…(Siron, Wibowo & Narmadity, 2020). Kebimbangan pelajar boleh membawa pelbagai kesan terhadap pelajar tersebut seperti menggigil, mengelak dari menceburi bidang STEM, mengehadkan kapasiti working memory pelajar, hilang kepercayaan diri, menjejas kerjaya mereka dan sebagainya (Chang & Beilock, 2016;Jaafar & Siti Mistima, 2020;Samuel & Warner, 2019).…”

Section: Metod Kajianunclassified

Kebimbangan dan Efikasi Kendiri Terhadap Pembelajaran Matematik dalam kalangan Pelajar Tingkatan Empat

Hui

Rosli

2021

MJSSH

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Pembelajaran matematik masa kini tidak lagi hanya menekankan pembinaan tingkah laku pelajar yang dapat dikesan daripada tindak balas dan rangsangan. Bahkan juga memberi penekanan bagi melihat bahawa pendidikan matematik disifatkan sebagai subjek yang sukar di samping melibatkan interaksi dinamik antara sifat dalaman pelajar, faktor fizikal dan faktor persekitaran sosiobudaya. Persaingan sengit dan perubahan teknologi yang pesat memerlukan kepintaran matematik dan wajib diambil hampir dalam kesemua latar belakang pendidikan. Justeru, kajian ini dijalankan adalah untuk menentukan tahap kebimbangan dan efikasi kendiri pelajar serta hubungannya berdasarkan pembelajaran matematik. Kajian tinjauan ini melibatkan 311 orang pelajar tingkatan empat yang mengambil mata pelajaran Matematik Tambahan di daerah Johor Bahru. Pensampelan rawak mudah dan berkelompok telah digunakan untuk mendapat responden kajian. Instrumen kajian merupakan soal selidik Mathematics Self-Efficacy and Anxiety Questionaire (MSEAQ) yang telah diadaptasi serta diubahsuai bagi mengukur tahap kebimbangan dan efikasi kendiri terhadap pembelajaran matematik dalam kalangan pelajar Sekolah Menengah Kebangsaan harian. Dapatan menunjukkan kebimbangan pelajar terhadap pembelajaran matematik berada pada tahap yang tinggi. Selain itu, hasil dapatan bagi tahap efikasi kendiri pelajar terhadap pembelajaran matematik pula adalah berada pada tahap sederhana. Hasil analisis ujian korelasi mendapati, tiada perhubungan antara kebimbangan dan efikasi kendiri pelajar terhadap pembelajaran matematik. Kajian ini secara keseluruhannya menunjukkan pembelajaran matematik tidak sekadar bergantung kepada kebolehan kognitif, tetapi juga melibatkan faktor psikologi pelajar. Cadangan penambahbaikan kajian boleh dilakukan melalui penambahan sampel kajian, perluasan konteks dan mengaitkannya dengan pemboleh ubah lain yang berpotensi.

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“I Can Math!”: Reducing Math Anxiety and Increasing Math Self-Efficacy Using a Mindfulness and Growth Mindset-Based Intervention in First-Year Students

Cited by 93 publications

References 55 publications

Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators

Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators

How mathematics anxiety affects students' inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection

Kebimbangan dan Efikasi Kendiri Terhadap Pembelajaran Matematik dalam kalangan Pelajar Tingkatan Empat

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