Session Information
24 SES 04, Self-Efficacy and Identity in Mathematics Education
Paper Session
Contribution
Method
Expected Outcomes
References
Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87, 611–623. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals. Journal of Educational Psychology, 93, 23-34. Bong, M., & Skaalvik E. M. (2003). Academic Self-Concept and Self-Efficacy: How Different Are They Really? Educational Psychology Review, 15, 1-40. Byrne, B. M. (2001). Structural equation modeling with Amos: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates. Choi, N. (2005).Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2), 197- 205. Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 3, 215-225. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In: Damon, W. (Series ed.) and Eisenberg, N. (Vol. ed.). Handbook of Child Psychology. Vol. 3: Social, Emotional, and Personality Development (5th Ed.). Wiley, New York, pp. 1017-1095. Goethals, G. R., Messick, D. M., & Allison, S. T. (1991). The uniqueness bias: Studies of constructive social comparison. In J. Suls & T. A. Wills (Eds.), Social comparison: Contemporary theory and research (pp. 149-176). Hillsdale, NJ: Erlbaum. Lent, R. W, Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counselling Psychology, 33, 265-269. Lent, R.W., Brown, S.D., & Gore, P. A. Jr. (1997). Discriminant and predictive Validity of Academic Self-Concept, Academic Self-Efficacy, and Mathematics-Specific Self-Efficacy. Journal of Counseling Psychology, 44(3), 307-315 Leppin, A., Schwarzer, R., Belz, D., Jerusalem, M., & Quast, H. H. (1987). Causal attribution patterns of high and low test-anxious students. In R. Schwarzer, H. van der Ploeg, & C. Spielberger (Eds.), Advances in test anxiety research (Vol. 5, pp. 97-106). Hillsdale, NJ: Erlbaum. .Marsh, H.W., Walker, R., & Debus, R. (1991). Subject-specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology, 16, 331-345 Marsh, H. W (1993). Academic self-concept: Theory, measurement, and research. In: Suls, J. (ed.). Psychological Perspectives on the Self (Vol. 4), Erlbaum, Hillsdale, NJ, pp. 59-98. Marsh, H, W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54. Marsh, H, W,, & Yeung, A, S, (1998), Top-down, bottom-up, and horizontal models: The direction of causality in multidimensional, hierarchical self-concept models. Personality and Social Psychology, 75, 509-527. Marsh, H. W. (1999). Academic Self Description Questionnaire - I: ASDQ I. University of Western Sydney, Self-concept Enhancement and Learning Facilitation Research Centre. Macarthur, Australia. Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416. Meece, J.L., Wigfield, A., & Eccles, J.S. (1990). Predictors of math anxiety and its consequences for young adolescents’ course enrolment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60-70. OECD (2005). PISA 2003 Data Analysis Manual: SPSS Ediction. Paris, OECD Pajares, F., & Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193-203. Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426–443. Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research 66(4), 543-578. Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139. Pajares, F., Miller, M.D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Educational Psychology, 91, 50-61. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. Skaalvik, E. M. & Rankin, R. J. (1996, April). Self-concept and self-efficacy: Conceptual analysis. Paper presented at the Annual Meeting of the American Educational Research Association in New York. Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81. Skaalvik, S., & Skaalvik, E. M. (2005). Self-concept, motivational orientation, and help-seeking behavior in mathematics: A study of adults returning to high school. Social Psychology of Education, 8, 285--302. Skinner, E.A., Wellborn, J., & Connell, J. (1990). What it takes to do well in school and whether I’ve got it: a process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82, 22–32. Wigfield, A., & Meece, J. L. (1988). Math Anxiety in Elementary and Secondary School Students. Contemporary Educational Psychology, 25, 68-81. Journal of Educational Psychology, 20, 210–216. Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26, 233-261. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D, Arbreton, A. J. A., Freedman-Doan, C, et al. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-69. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. Zeidner, M., & Schleyer, E.J. (1999) The effects of educational context on individual differences variables, self-perceptions of giftedness, and school attitudes in gifted adolescents. Journal of Youth and Adolescence, 28, 687–703. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59. Zimmerman, B. J. (1995). Self-efficacy and educational development. In: Bandura, A. (ed.), Self-Efficacy in Changing Societies, Cambridge University Press, New York, pp. 202-231.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.