Development of the "Self-Efficacy-Effort" in Mathematics Scale and Its Relationship to Gender, Achievement, and Self-Concept [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Hay, Ian; Stevenson, Yvonne; Winn, Stephen
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Development of the "Self-Efficacy-Effort" in Mathematics Scale and Its Relationship to Gender, Achievement, and Self-Concept [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Self Efficacy; Test Construction; Mathematics Achievement; Self Concept; Gender Differences; Age Differences; Foreign Countries; Correlation; Elementary School Students; Secondary School Students; Psychometrics; Test Validity; Test Reliability; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Testaufbau; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstkonzept; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ausland; Korrelation; Sekundarschüler; Psychometry; Psychometrie; Testvalidität; Testreliabilität; Australien
Abstract	Mathematics self-efficacy is considered an important variable in mathematics education because of its links to mathematics achievement. This paper reports on the development of the "Self-efficacy-effort in Mathematics Scale" (SEEMS), an instrument that has strong theoretical and psychometric properties. Based on a sample of n = 224 Australian primary students and n =133 secondary students, the instrument demonstrated positive correlations with related measures of mathematics achievement and mathematics self-concept. Girls had higher mathematics achievement within the primary and secondary school data. There were no significant gender difference in mathematic self-concept scores for the primary and the secondary school students. For mathematics self-efficacy, a gender difference was only identified in the high school data. The implications of this research to mathematics education practices are reviewed in the paper. (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	2024/1/01