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Dissertation
Exploring Mathematics Self-Efficacy Over Variable Time Periods, Using Algebra I Common Assessment Scores, Algebra I Mid-Term Grades, and Advanced-Level Mathematics Course Selection Choice-Making
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2012
Abstract
Using social cognitive theory and the construct of self-efficacy, this study explored the relationship between mathematics self-efficacy over variable time periods, using Algebra I common assessment scores, Algebra I mid-term grades, and advanced level mathematics course selections. The study included 145 ninth-grade students enrolled in Algebra I at a mid-size southwest Alabama high school. Students' mathematics selfefficacy was measured using the Mathematics Self-Efficacy Scale (MSES). Results of this research indicate that mathematics self-efficacy is correlated to mathematics performance over variable time periods. The ultimate use of these results would be to incorporate what has been learned from this research into practical applications that include interventions designed to improve mathematics self-efficacy.
Details
- Title
- Exploring Mathematics Self-Efficacy Over Variable Time Periods, Using Algebra I Common Assessment Scores, Algebra I Mid-Term Grades, and Advanced-Level Mathematics Course Selection Choice-Making
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 161
- Copyright
- © 2012 Chezley Nanette Banister-Neth
- Identifiers
- 99380090736806600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- Education; University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida