The social nature of self-efficacy may produce a false sense of mathematics efficacy among preservice teachers, with negative implications for future teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors interpret the disconnect between perceived and actual mathematics ability as arising from social comparison with peers in the methods course. → Christopher T. Stripling and T. Grady Roberts 2013

Evidence¶

Christopher T. Stripling and T. Grady Roberts 2013¶

Christopher T. Stripling and T. Grady Roberts. (2013). Effects of Mathematics Integration in a Teaching Methods Course on Self-Efficacy of Preservice Agricultural Education Teachers. Journal of Agricultural Education, 54(2), 114-129. https://doi.org/10.5032/jae.2013.02114

q1 · i? · causal · r1

Authors' interpretation in the Discussion section, offered as an explanation for high self-reported efficacy despite prior research showing a lack of mathematics proficiency among Florida preservice agricultural education teachers; no new data test this explanation.

"The social nature of self -efficacy may have led the preservice teachers to believe that they were as competent in mathematics and the teaching of contextualized mathematics as their peers, resulting in a disconnect between perceived and actual ability ."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy — related
• Preservice agricultural teachers were efficacious in personal mathematics and personal teaching efficacy but only moderately efficacious in mathematics teaching efficacy throughout the course — related