How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
06.07.2021
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
British Journal of Educational Psychology
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
92
Ausgabe / Nummer
1
Seiten / Dauer
155-174
Patentnummer
Verlag / Herausgebende Institution
Wiley
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Background. According to the self-enhancement perspective, self-efficacy and self concept are shaped by prior achievement and have a crucial impact on future development. Their role in improving performance on challenging tasks, such as mathematical modelling (i.e., solving realistic problems mathematically), has barely been studied.
Aims. We investigated patterns of self-efficacy and self-concept and their predictive effects on mathematical modelling while taking into account school grades as measure of prior achievement and reasoning to reveal cognitive and motivational effects on achievement.
Sample. N = 279 secondary students in Grade 8 or 9 from 16 classes and 6 schools participated in the study.
Method. The multi-informant design consisted of teachers’ reports of school grades, students’ reports of self-efficacy and self-concept (questionnaire-based), and assessment of students’ reasoning and mathematical modelling.
Results. Using random-intercept models, we found that the predictive effect of self efficacy on mathematical modelling withstood taking the school-classroom-related nested structure into account, whereas self-concept lost its predictive value. Further, self efficacy fully mediated the effect of school grades on mathematical modelling.
Conclusions. In line with the self-enhancement perspective on self-efficacy, our findings highlight the strength of motivational effects on mathematical modelling. When we take the nested structure into account, our results indicate an impact of school grades via self efficacy on mathematical modelling independent of students’ cognitive level or classroom. Given the diverse challenges such complex tasks present, important pedagogical and didactical recommendations, such as targeting the enhancement of students’ self-efficacy by teachers and educational decision makers, can be drawn.
Schlagwörter
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
0007-0998
2044-8279
2044-8279
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
HOLENSTEIN, Mathias, Georg BRUCKMAIER und Alexander GROB, 2021. How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling. British Journal of Educational Psychology. 6 Juli 2021. Bd. 92, Nr. 1, S. 155–174. DOI 10.1111/bjep.12443. Verfügbar unter: https://irf.fhnw.ch/handle/11654/34888