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Implicit Beliefs as an Antecedent to Self-Efficacy in Mathematics

Title
Implicit Beliefs as an Antecedent to Self-Efficacy in Mathematics
Author
무다사르아지즈
Advisor(s)
Tae Seob Shin
Issue Date
2015-08
Publisher
한양대학교
Degree
Doctor
Abstract
This study investigated individuals’ beliefs about the malleability of mathematics ability as a causal antecedent to mathematics self-efficacy. Previous research has suggested that the internal personal factor of the meaning system created by implicit beliefs provides the framework where information related to self-efficacy is processed. Correlational evidence of a negative relationship between entity beliefs and self-efficacy and positive relationship between incremental beliefs and self-efficacy can be found in the existing literature along with researchers’ suggestion that implicit beliefs provide a causal framework for self-efficacy beliefs. Therefore, this study was an effort to bridge this gap in the literature by establishing causal relationship between implicit beliefs and self-efficacy. Moreover, this study also tried to overcome the shortcomings of previous experimental studies that did not include baseline measurements of implicit beliefs and self-efficacy. Three experimental studies were designed to establish this relationship. The purpose of the Study 1 was an initial assessment of whether an experimental treatment worked in the proposed direction. Study 1 was post-test-only control-group design exploring the effects of implicit beliefs induction on implicit beliefs of students in the context of mathematics. Moreover, differences in self-efficacy of students after participation in certain intervention was investigated. A statistically significant difference was found between experimental and control groups in self-efficacy scores as determined by one-way ANOVA. Moreover, manipulation checks revealed that the intervention worked to influence implicit beliefs in the domain of mathematics. Study 2 explored the same causal relationship with a research design that included baseline measurements. Study 2 was a pre-test-post-test control-group true experimental design as random assignment was part of the research design. Repeated measures ANOVA with between subjects analysis revealed self-efficacy of the incremental treatment group was significantly higher than entity and control groups. Significant within group differences were also observed in implicit beliefs for incremental and entity groups. Study 3 was also a pre-test-post-test control-group design. The intervention for this study was conducted in group settings. Results of Study 3 were convergent with Study 2. Repeated measures ANOVA with between subjects analysis revealed self-efficacy of the incremental treatment group was significantly higher than entity and control groups. Results from this work point to the effects of conception of mathematical ability on mathematics self-efficacy. Findings also have implications for better understanding of the two social cognitive theories and would also inform future interventions directed towards enhancing motivation and achievement.
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/127865http://hanyang.dcollection.net/common/orgView/200000427023
Appears in Collections:
GRADUATE SCHOOL[S](대학원) > EDUCATION(교육학과) > Theses (Ph.D.)
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