"I Just Need to Believe in Myself More": The Mathematical Self-Belief of Year 7 Students [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).

Autor/inn/en	Dimarakis, Nicole; Way, Jenni; Bobis, Janette; Anderson, Judy
Institution	Mathematics Education Research Group of Australasia
Titel	"I Just Need to Believe in Myself More": The Mathematical Self-Belief of Year 7 Students [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Mathematics; Mathematics Instruction; Self Efficacy; Beliefs; Student Motivation; Mathematics Tests; Achievement Tests; Secondary School Mathematics; Secondary School Students; Likert Scales; Interviews; Mathematics Achievement; Australia + Suchen Sie Ihr Suchwort? Ausland; Mathematik; Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Schulische Motivation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Likert-Skala; Interviewing; Interviewtechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Australien
Abstract	Self-belief can directly predict students' academic motivation and achievement. Research indicates that mathematical self-belief often decreases during the middle years of schooling. This study explored the mathematical self-belief development of 15 Year 7 students. Data were gathered from a survey, a mathematics achievement test and interviews. Results were analysed and interpreted from a multilevel perspective. Findings indicate that student-level characteristics, such as persistence, were the most influential on mathematical self-belief. While class-level contexts, such as ability grouping, were less influential, interpersonal relationships with teachers played a major role. [The research reported in this paper was part of a larger project supported by an Australian Research Council Linkage grant.] (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01