Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to Learning

Autor/inn/en	Zakariya, Yusuf F.; Goodchild, Simon; Bjørkestøl, Kirsten; Nilsen, Hans K.
Titel	Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to Learning
Quelle	In: Education Sciences, 9 (2019), Artikel 170 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zakariya, Yusuf F.) ORCID (Goodchild, Simon)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Calculus; Self Efficacy; Correlation; Psychometrics; Measures (Individuals); Higher Education; Problem Solving; Foreign Countries; College Freshmen; Engineering Education; Economics Education; Mathematics Instruction; College Mathematics; Norway + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Self-efficacy; Selbstwirksamkeit; Korrelation; Psychometry; Psychometrie; Messdaten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Problemlösen; Ausland; Studienanfänger; Ingenieurausbildung; Wirtschaftskunde; Mathematics lessons; Mathematikunterricht; Norwegen
Abstract	This study was framed within a quantitative research methodology to develop a concise measure of calculus self-efficacy with high psychometric properties. A survey research design was adopted in which 234 engineering and economics students rated their confidence in solving year-one calculus tasks on a 15-item inventory. The results of a series of exploratory factor analyses using minimum rank factor analysis for factor extraction, oblique promin rotation, and parallel analysis for retaining extracted factors revealed a one-factor solution of the model. The final 13-item inventory was unidimensional with all eigenvalues greater than 0.42, an average communality of 0.74, and a 62.55% variance of the items being accounted for by the latent factor, i.e., calculus self-efficacy. The inventory was found to be reliable with an ordinal coefficient alpha of 0.90. Using Spearman' rank coefficient, a significant positive correlation ?(95)= 0.27, p< 0.05 (2-tailed) was found between the deep approach to learning and calculus self-efficacy, and a negative correlation ?(95)= -0.26, p< 0.05 (2-tailed) was found between the surface approach to learning and calculus self-efficacy. These suggest that students who adopt the deep approach to learning are confident in dealing with calculus exam problems while those who adopt the surface approach to learning are less confident in solving calculus exam problems. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01