Session Information
24 SES 04, Self-Efficacy and Identity in Mathematics Education
Paper Session
Contribution
Method
Expected Outcomes
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Company. Gaskill, P. J., & Woolfolk Hoy, A. (2002). Self-Efficacy and self-regulated learning: The dynamic duo in school performance. In J. Aronson & D. Cordova (Eds.), Improving education: Classic and contemporary lessons from psychology (pp. 183-206). New York: Academic Press. Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Pintrich, P.R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill Prentice Hall. Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1993). Predictive validity and reliability of the Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 53, 801–813. Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22, 208-223. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. Schunk, D.H. (2000).Learning theories: An educational perspective (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. Wolters, C. A. & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47. Woolfolk Hoy, A. (2004, April). What do teachers need to know about efficacy? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Zimmerman, B. J., & Martinez-Pons, M., (1990). Student differences in self-regulated learning: Relating grade, sex, and gifedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
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