An Analysis of High School Students' Mathematical Literacy Self-Efficacy Beliefs in Relation to Their Learning Styles

Autor/in	Ozgen, Kemal
Titel	An Analysis of High School Students' Mathematical Literacy Self-Efficacy Beliefs in Relation to Their Learning Styles
Quelle	In: Asia-Pacific Education Researcher, 22 (2013) 1, S.91-100 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-012-0030-4
Schlagwörter	Foreign Countries; High School Students; Mathematics Skills; Self Efficacy; Cognitive Style; Student Surveys; Student Characteristics; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Cognitive styles; Kognitiver Stil; Schülerbefragung; Statistische Analyse; Türkei
Abstract	The purpose of this study was to investigate high school students' mathematical literacy (ML) self-efficacy beliefs in relation to their learning styles. The participants were 388 high school students in Turkey. Data collection tools were a ML self-efficacy beliefs scale and a learning styles inventory. The data were analysed using X[superscript 2] test, one-way analysis of variance and multiple regression analysis. The analyses indicated that students were mostly diverger learners and had a moderate level of ML self-efficacy belief, and that their levels of ML self-efficacy beliefs did not significantly differ in terms of their learning styles. The results revealed that ML self-efficacy beliefs scores differed in terms of learning styles and that converger learners had higher levels of self-efficacy beliefs. Moreover, the factors 'reflective observation' and 'perceiving knowledge' were found to be significant predictors of the ML self-efficacy belief. The negative effects of the learning style on learners' ML self-efficacy belief should be prevented. Undesirable differences between learners' ML beliefs can be avoided by letting mathematics teachers design and administer the learning processes according to their students' learning styles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01