Swedish First-Year Engineering Students' Views of Mathematics, Self-Efficacy and Motivation and Their Effect on Task Performance

Autor/inn/en	Tossavainen, Timo; Rensaa, Ragnhild Johanne; Johansson, Monica
Titel	Swedish First-Year Engineering Students' Views of Mathematics, Self-Efficacy and Motivation and Their Effect on Task Performance
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 1, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tossavainen, Timo) ORCID (Rensaa, Ragnhild Johanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1656827
Schlagwörter	College Freshmen; Student Motivation; Value Judgment; Engineering Education; Mathematics Skills; Calculus; Self Efficacy; Performance Factors; Relevance (Education); Mathematical Applications; Foreign Countries; Beliefs; Sweden + Suchen Sie Ihr Suchwort? Studienanfänger; Schulische Motivation; Werturteil; Ingenieurausbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Self-efficacy; Selbstwirksamkeit; Leistungsindikator; Relevance; Relevanz; Angewandte Mathematik; Innermathematische Anwendung; Ausland; Belief; Glaube; Schweden
Abstract	We examine a group (N = 88) of Swedish first-year engineering students, their motivation, self-efficacy, and beliefs about the nature of mathematics, and how these relate to their task performance in mathematics. In our data, engineering students who emphasized the exact reasoning in their view of mathematics performed significantly better in a set of mathematical tasks than those who emphasized the applications of mathematics. Similarly, the higher self-efficacy and the intrinsic and utility values of mathematics relate to better performance in the tasks. In general, the students' task performance was quite modest in relation to the expressed self-efficacy and motivational values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01