Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of...

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Bibliographic Details
Published in:European journal of educational research 2017-10, Vol.6-2017 (volume6-issue4.html), p.465-473
Main Authors: Villarreal-Treviño, Maria Guadalupe, Villarreal-Lozano, Ricardo Jesus, Morales-Martinez, Guadalupe Elizabeth, Lopez-Ramirez, Ernesto Octavio, Flores-Moreno, Norma Esthela
Format: Article
Language:English
Subjects:
Algebra
College Students
Electronic Learning
Engineering Education
Eğitim Bilimleri
Foreign Countries
Locus of Control
Mathematics Instruction
Multivariate Analysis
Problem Solving
Research Design
Self Efficacy
Statistical Analysis
Student Attitudes
Synchronous Communication
Vignettes
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Summary:This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty, task relevance, and structure). After reading each scenario students were required to provide judgments regarding their believed self-efficacy to solve mathematical tasks described in the vignette by using a scale. Results showed that in regard to how students perceived their self-efficacy they could be grouped in two clusters (high and moderate). Most relevant factors to their judgment formation were task difficulty, task relevance and structure. Here, both groups used the same cognitive algebra mechanism to integrate factor information. Here, students valuated academic performance and feedback (e.g. difficulty and relevance) as most relevant even when they are conscious that learning is a primordial target. These and other results are discussed in the paper.
ISSN:2165-8714
2165-8714
DOI:10.12973/eu-jer.6.4.465