Measuring mathematics self-efficacy as a learning outcome

We report the construction and validation of a self-report 'Mathematics self-efficacy (MSE)' instrument, designed to measure this construct as a learning outcome of students following post-compulsory mathematics programmes. The sample ranged across two programmes: a traditional preparation...

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Vydané v:Research in mathematics education Ročník 13; číslo 2; s. 169 - 190
Hlavní autori: Pampaka, Maria, Kleanthous, Irene, Hutcheson, Graeme D., Wake, Geoff
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Taylor & Francis Group 01.07.2011
Taylor & Francis Ltd
Predmet:
Attainment
College students
Generalized linear models
Learning
Learning outcomes
Linear analysis
Mathematics
Mathematics education
mathematics self-efficacy
Measurement
Measures
post-compulsory
Rasch analysis
Rasch model
Self esteem
Self report
Self-efficacy
Selfefficacy
Selfreport
Sentences
Students
Triangulation
Validation
ISSN:1479-4802, 1754-0178
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Abstract We report the construction and validation of a self-report 'Mathematics self-efficacy (MSE)' instrument, designed to measure this construct as a learning outcome of students following post-compulsory mathematics programmes. The sample ranged across two programmes: a traditional preparation for university study in mathematical subjects (Advanced level) and an innovative 'modelling'-based programme intended to widen participation in mathematics through use of technology and coursework. We report Rasch measurement and Generalised Linear modelling analyses of large scale survey data, and occasionally we draw on learners' interviews for triangulation. We found that MSE is related to students' mathematical attainment and gender, as well as their dispositions to further study mathematics. We also show significant differences between students' development of MSE in the two programmes. In conclusion, we propose that MSE deserves further attention as a measure of valued learning outcomes.
AbstractList We report the construction and validation of a self-report 'Mathematics self-efficacy (MSE)' instrument, designed to measure this construct as a learning outcome of students following post-compulsory mathematics programmes. The sample ranged across two programmes: a traditional preparation for university study in mathematical subjects (Advanced level) and an innovative 'modelling'- based programme intended to widen participation in mathematics through use of technology and coursework. We report Rasch measurement and Generalised Linear modelling analyses of large scale survey data, and occasionally we draw on learners' interviews for triangulation. We found that MSE is related to students' mathematical attainment and gender, as well as their dispositions to further study mathematics. We also show significant differences between students' development of MSE in the two programmes. In conclusion, we propose that MSE deserves further attention as a measure of valued learning outcomes. [PUBLICATION ABSTRACT]
We report the construction and validation of a self-report 'Mathematics self-efficacy (MSE)' instrument, designed to measure this construct as a learning outcome of students following post-compulsory mathematics programmes. The sample ranged across two programmes: a traditional preparation for university study in mathematical subjects (Advanced level) and an innovative 'modelling'-based programme intended to widen participation in mathematics through use of technology and coursework. We report Rasch measurement and Generalised Linear modelling analyses of large scale survey data, and occasionally we draw on learners' interviews for triangulation. We found that MSE is related to students' mathematical attainment and gender, as well as their dispositions to further study mathematics. We also show significant differences between students' development of MSE in the two programmes. In conclusion, we propose that MSE deserves further attention as a measure of valued learning outcomes.
We report the construction and validation of a self-report 'Mathematics self-efficacy (MSE)' instrument, designed to measure this construct as a learning outcome of students following post-compulsory mathematics programmes. The sample ranged across two programmes: a traditional preparation for university study in mathematical subjects (Advanced level) and an innovative 'modelling'-based programme intended to widen participation in mathematics through use of technology and coursework. We report Rasch measurement and Generalised Linear modelling analyses of large scale survey data, and occasionally we draw on learners' interviews for triangulation. We found that MSE is related to students' mathematical attainment and gender, as well as their dispositions to further study mathematics. We also show significant differences between students' development of MSE in the two programmes. In conclusion, we propose that MSE deserves further attention as a measure of valued learning outcomes. Adapted from the source document.
Author Pampaka, Maria
Wake, Geoff
Kleanthous, Irene
Hutcheson, Graeme D.
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  fullname: Wake, Geoff
  organization: Centre for Research in Mathematics Education , University of Nottingham
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10.1037/0022-0663.95.3.589
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SubjectTerms Attainment
College students
Generalized linear models
Learning
Learning outcomes
Linear analysis
Mathematics
Mathematics education
mathematics self-efficacy
Measurement
Measures
post-compulsory
Rasch analysis
Rasch model
Self esteem
Self report
Self-efficacy
Selfefficacy
Selfreport
Sentences
Students
Triangulation
Validation
Title Measuring mathematics self-efficacy as a learning outcome
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