Students confident about their mathematical ability are mostly also convinced of the relevance of mathematics, forming a motivational basis; low-confidence students are hard to motivate¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The clustering of self-efficacy and task-value beliefs in one factor indicates students who are confident about their mathematical ability are mostly also convinced about the relevance of mathematics, while those with low self-confidence are also not convinced of its importance. → Op 't Eynde 2003

Evidence¶

Op 't Eynde 2003¶

Op 't Eynde, P., & De Corte, E. (2003). Students' mathematics-related belief systems: Design and analysis of a questionnaire. https://eric.ed.gov/?id=ED475708

q2 · i? · associational · r2

Interpretation of the Factor 2 composition (task-value and self-efficacy items) from the PCA of 365 students' MRBQ responses. The article reports that "students who are confident about their mathematical ability are mostly also the ones who are convinced about the relevance of mathematics" and that low-confidence students will be very difficult to motivate for mathematics.

"The clustering of thesetwo subcategories in one factor indicates that students who are confident about their mathematical ability are mostly also the ones who are convinced about the relevance of mathematics; this can create a solid motivational basis."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Belief factors are positively intercorrelated: a social-dynamic view of mathematics co-occurs with higher task value and confidence (r = .48) and more positive teacher beliefs (r = .41) — related
• A four-factor principal component model of the MRBQ provides some empirical ground for the proposed structure of students' mathematics-related beliefs — a broader claim this one bears on
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Students' beliefs about the cognitive, motivational and affective dimensions of their teacher's functioning load on a single factor — related
• K-means clustering of factor scores identifies 10 distinct types of teacher feedback content, mostly scaffolding-oriented — related
• Students' confidence and readiness correlate mostly with self-efficacy and collaboration rather than with formal instruction — related
• Middle school mathematics teachers frame low persistence in i-Ready Math as an interaction among motivational, cognitive, and contextual factors, with four recurring themes — related
• Community-based mathematical investigations gave students confidence to use mathematics for social change — related
• Learning patterns are associated with personal factors (personality, motivation, beliefs, prior education, age, gender); their associations with personality are weak to moderate, indicating learning patterns are not stable traits — related
• A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — a broader claim this one bears on
• Interest and self-efficacy are distinct yet reciprocally related in supporting learning — related