Students’ beliefs about themselves as mathematics learners

Bonne, Linda; Johnston, Michael

doi:10.1016/j.tsc.2016.02.001

Cited by 35 publications

(29 citation statements)

References 32 publications

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“…Teacher-educators must be able to visualize the learning through the eyes of their student teachers and support and scaffold them (Hattie, 2012). Teacher-educators could use pedagogical strategies that focus on making the preservice teachers’ progress explicit in relation to specific learning goals, which can be conveyed in feedback (Bonne & Johnston, 2016). To explore preservice teachers’ beliefs about their students’ intelligence, it would be useful to hold group or class discussions about pedagogy and learning and allow the preservice teachers to express their views on this subject (Woolfolk Hoy et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

Griful-Freixenet

Struyven

Vantieghem

2020

Journal of Teacher Education

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Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.

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Section: Discussionmentioning

confidence: 99%

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

Griful-Freixenet

Struyven

Vantieghem

2020

Journal of Teacher Education

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“…Units on the PAT: Mathematics scale are called patm units.3 For a more detailed report of this study, seeBonne and Johnston (2016).NZ J Educ Stud…”

mentioning

confidence: 99%

New Zealand Students’ Mathematics-Related Beliefs and Attitudes: Recent Evidence

Bonne

2016

NZ J Educ Stud

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Internationally, associations between mathematics achievement and various beliefs and attitudes related to learning are well established. In this article, the findings of five studies are examined to identify patterns in New Zealand students' mathematics-related beliefs and attitudes, and their relationships with achievement. Each study included an assessment of students' beliefs and attitudes as well as their mathematics achievement, involved students in the 5 to 13-year-old range, and was reported in the 2009-2015 period. Students' beliefs and attitudes were measured at various levels of specificity, ranging from beliefs about the malleability of intelligence, to confidence in their general mathematics ability, to task-specific mathematics self-efficacy judgments. It will be argued that using task-specific measures of students' mathematics self-efficacy is of particular value for revealing a relationship between achievement and self-belief, and that teacher-implemented micro-interventions can be effective in strengthening both achievement and self-belief.

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“…The results related to the covariate variable, mathematics achievement, showed that mathematics achievement had a significant effect on the four SMS: mastery experience, vicarious experience, social persuasions, and physiological state. Some studies showed that self-efficacy affected mathematics achievement (Bonne & Johnston, 2016;Grigget al, 2018;Masitoh & Fitriyani, 2018;Schober et al, 2018;Tossavainen et al, 2019;Watson, 2015;Zimmerman et al, 2011) and that SMS affected academic achievement (Arslan, 2013;Choy, 2013;Kesan & Kaya, 2018;Ozcan & Kontas, 2020). This study indicated that mathematics achievement influenced SMS, and it is consistent with studies showing that academic achievement affects self-efficacy (Hwang et al, 2016;Talsma et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Sources of mathematics self-efficacy of gifted and non-gifted students in high school

Özcan¹,

Kontaş²,

Ünişen³

2021

Istraživanja u pedagogiji

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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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Students’ beliefs about themselves as mathematics learners

Cited by 35 publications

References 32 publications

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

New Zealand Students’ Mathematics-Related Beliefs and Attitudes: Recent Evidence

Sources of mathematics self-efficacy of gifted and non-gifted students in high school

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