• The Mathematical Education
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• v.49 no.3
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• pp.299-311
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• 2010

The purpose of this study was to examine the effects of abstraction offer of basic concept principle and feedback of self-efficacy attributional and mathematical study ability of math underachievers in high school based on the attribution theory and self-efficacy theory. The hypothesis were posed as below : Hypothesis 1: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would be better at most self-efficacy than the control group that doesn't. Hypothesis 2: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would have better math achievement than the control group that doesn't. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed and t-test was conducted. The main findings of this study were as below : First, the abstraction offer of concept principle and attributional feedback training was effective for enhancing the math self-efficacy in high school underachievers. Second, the abstraction offer of concept principle and attributional feedback training was effective for increasing the math achievement in high school underachievers.

• School Mathematics
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• v.18 no.2
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• pp.397-423
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• 2016

Mathematics learning motivation is an important variable which is not only the primary goal of learning mathematics but also mediates the effects of the mathematics learning. Nevertheless, the present learning environment is full of impeding factors which reduce learners' motivation to learn mathematics and mathematical self-regulatory efficacy. The purpose of this study is to offer various suggestions for program to enhance and forster mathematics learning motivation based on empirical findings and theories on motivation, self-regulatory learning, regulatory focus, reducing academic stress and math anxiety. The concrete and practical ideas are suggested in terms of mathematical self-regulatory efficacy, learners' characteristics, learning task. The analysis of the effects revealed a positive effect on mathematical self-regulatory learning.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.

• Education of Primary School Mathematics
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• v.6 no.2
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• pp.55-64
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• 2002

According to changing the society rapidly in the 21s1 century, the self-regulated learning ability is considered as an ability of which people should carry on their lives. The purpose of this study was to investigate prospective elementary school teachers in mathematics teaching method class in terms of the following areas: (1) the degree of their abilities shown the lower level factors of motivated strategies for learning such as self-efficacy, intrinsic value, anxiety, cognitive strategy use, and self-regulation (2) relations between factors of motivated strategies for loaming and performance of prospective elementary school teachers The results show that the prospective elementary school teachers showed above the mean value of the motivated strategies for learning and there are positive relations among lower level factors of motivated strategies fur learning except anxiety, positive relation between motivated strategies for learning and achievement. In order to help the prospective elementary school teacher to improve their motivated strategies fur learning in their elementary mathematics teaching method lecture, several methods such as mathematical connections to real world problem, history of mathematics and interview with mathematicians and application of feller's ARCS model to elementary mathematics education are suggested.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.413-444
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• 2010

The purpose of the present study is to develop an instrument of mathematical learning motivation and causal attribution for students and to analyze the results of the instrument. Based on the literature review, mathematical learning motivation is the cumulative effects of self-assessment and self-regulation in mathematical learning and achievement experience. Three factors of mathematical learning motivation is identified as self-regulatory efficacy, task difficulty and mathematical anxiety with 17 self-regulatory efficacy items, 9 task difficulty items and 9 mathematical anxiety items. Three factors of causal attribution for success is identified as ability/effort, luck, and other person with 6 ability/effort items, 4 luck items and 3 other person items. Also, four factors of causal attribution for failure is identified as ability, effort, luck, and other person with 3 ability items, 7 effort items, 3 luck items and 4 other person items. The instrument of mathematical learning motivation and causal attribution for success and failure was administered to 919 middle school students from eight different middle middle schools in Seoul, Gyeonggi-Do, Busan, jeolla-Do area. The correlation of three factors of mathematical learning motivation was calculated. As a result, a positive correlation between self-regulatory efficacy and task difficulty was appeared but mathematical anxiety has a negative correlation with self-regulatory efficacy and task difficulty. This study also examined the differences about mathematical learning motivation's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of self-regulatory efficacy and task difficulty was higher than that of lower level group. Students of lowest achievement level showed significantly higher mathematical anxiety degree than that of middle and high group. Students that have higher degree of self-regulatory efficacy and task difficulty preference were attributed into ability/effort cause toward success of mathematics achievement. Also, Male students preferred more difficult task and higher degree of self-regulatory efficacy in mathematics learning than female students. On the contrary, Female students showed higher mathematical anxiety level than male students.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.315-324
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• 2017

The purpose of this study is to help with education by applying the learning clinic program to the maladjusted children to improve the emotional stability and academic achievement. In order to find the components of the learning clinic program, we have classified self efficacy, learning motivation, anxiety, and academic stress as emotional factors and the results of Korean language, mathematics, sociology and science as academic achievement factors to examine the effects of the program. The results obtained in this study are followings. Firstly, there was significant difference in self efficacy and anxiety between boys and girls among emotional factors, and there was significant difference in math between boys and girls among academic achievement factors. Secondly, after applying the learning clinic program, significant difference is found in all factors such as self efficacy, learning motivation, anxiety and academic stress, and there was also a significant difference in Korean language, mathematics, sociology and science among academic achievement factors. In conclusion, the learning clinic program was helpful to maladjusted children by improving emotional stability and academic achievement.

• Journal of the Korean Society of School Health
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• v.28 no.3
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• pp.200-210
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• 2015

Purpose: This study aimed to examine the use of smart phones and their relationship with self-efficacy and academic achievement among students in 5th to 6th grade. Methods: 954 students in $5^{th}$ to $6^{th}$ grade were selected from three elementary schools in K City through purposive sampling. Data of 591 respondents were analyzed by $x^2$ test, ANOVA, correlation analysis and multiple regression analysis using the SPSS/WIN program. Results: First, 64% of the students possessed a smart phone and female students used their phone more than male students. 47.5% of the students said they first used a smartphone in their $5^{th}$ grade and 11.7% said in their 6th grade. Second, heavier use of smart phones was related to a lower level of self-efficacy (p<.001). Third, the more the students used a smart phone, the less they achieved in academic performance (Korean language: p<.001, mathematics: p<.01). Finally, the biggest factor influencing smart phone addiction was longer use of smart phones. In addition, lower self-efficacy and lower ability to adapt to difficult tasks were the factors influencing the increase in smart phone addiction. Less use of smart phones and higher self-efficacy resulted in higher achievement in academic performance. Conclusion: It is essential to decrease students' use of smart phones and improve their self-efficacy and academic performance. Intervention programs to reduce the use of smart phones should include a profound interest, a personality-oriented educational environment and sufficient dialogues with students at home, schools and the local society, beyond simple regulations to prevent adverse effects.

• School Mathematics
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• v.15 no.2
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• pp.337-352
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• 2013

The purpose of this study is to evaluate the efficacy of teaching methods among elementary school math teachers in terms of student achievement in examinations. Results are based upon data from two elementary schools. The evaluation criteria of fifteen items was modified from Ryang's original MTEBI sixteen items to measure elementary school teachers' math teaching efficacy. The result of this study could be summarized as follows. The students were divided into two groups according to teaching efficiency: higher teaching efficiency and lower teaching efficiency. A comparison of math tests taken by students from these groups demonstrates a significant statistical difference. Students with teachers in the lower efficiency group are likely to under-perform. In consequence, teachers' self-efficiency in math is considered to affect students' learning achievement in mathematics.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.491-508
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• 2020

In this study, by measuring and analyzing the motivation of prospective mathematics teachers in learning mathematics, we tried to understand the features of prospective teachers' learning motivation and find the implications of developing expertise in terms of learning motivation. Prior research related to learning motivation identifies the three elements that consist of learning motivation as values, self-efficacy, and interest. Based on these elements, a survey tool was developed to investigate the learning motivation of prospective mathematics teachers. This survey was then carried out for 120 students in the mathematics education department of a local college. In addition, the survey asked what methods prospective teachers would choose for motivating their future students. According to the results of this study, the overall motivation of prospective mathematics teachers differed by grade (academic year) and there were significant differences between grades in self-efficacy and interest factors. In addition, the prospective teachers preferred to use interesting materials rather than inform the value of learning mathematics to induce learning motivation. Therefore, it is necessary to enhance this self-efficacy and interest in learning and to provide various material to strengthen this motivation for learning.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.693-701
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• 2014

Based on social cognitive theory, self-efficacy in the context of learning has been steadily emphasized as an indicator of students' motivation and performance. The premise for developing such an instrument was that a specific measure of Physics self-efficacy was deemed to be an important predictor of the change processes necessary to improve students' physics understanding. In this study we described the process of developing and validating an instrument to measure students' beliefs in their abilities to perform essential tasks in physics and then investigated high school students' self-efficacy about physics learning and performance. Validity and reliability of PSEI were tested using various statistical techniques including the Cronbach alpha coefficient, exploratory factor analysis. The result of factor analysis supported the contention that the Physics Self-Efficacy Inventory (PSEI) was a multidimensional construct consisting of at least four dimensions: understanding and application of Physics concepts, achievement motivation, confidence for physics laboratory, confidence for Mathematics. The result showed that Kroean high schools students have low Physics self-efficacy for the all four dimensions. Therefore, researchers should focus on development of students' Physics self-efficacy. In addition, the instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' aspiration to understand and study Physics. More specifically, by using the PSEI as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in learning Physics, and, in addition, what type of teaching strategies are most effective in building deeper understanding of Physics concepts.where they freely exchanged opinions and feedback for constructing better collective ideas.