Effects of Using Word Problem Malleability Primes on Students' Preference for Challenging Problems and Math Performance

Autor/in	Calisto, George W.
Titel	Effects of Using Word Problem Malleability Primes on Students' Preference for Challenging Problems and Math Performance
Quelle	(2013), (95 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-6594-3
Schlagwörter	Hochschulschrift; Dissertation; Word Problems (Mathematics); Problem Solving; Hypothesis Testing; Persistence; Intelligence; Student Attitudes; Scores; Mathematics Achievement; Mathematics Tests; Pretests Posttests; Control Groups; Experimental Groups; Statistical Analysis; Theories; Priming + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Textaufgabe; Problemlösen; Hypothesenprüfung; Hypothesentest; Ausdauer; Intelligenz; Klugheit; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Theory; Theorie
Abstract	This study sought to integrate Dweck and Leggett's (1988) self-theories of intelligence model (i.e., the view that intelligence is either fixed and unalterable or changeable through hard work and effort) with Elliot and Dweck's (1988) achievement goal theory, which explains why some people are oriented towards learning and others toward performance. The belief that intelligence is malleable tends to motivate people to seek challenging tasks for the sake of learning. Conversely, the belief that intelligence is fixed and unalterable motivates people to protect their perceived intelligence by avoiding tasks that could prompt them to question their intelligence (Dweck, 2000). This study tested the hypotheses that mathematical word problems designed to carry the message that persistence and effort can improve intelligence will (a) change students' held view of intelligence, (b) change their performance on a 30-question challenge activity, and (c) change their math performance on a 10-question quiz. A non-randomized pretest-posttest control group design with switching replications guided the delivery of the neutral and malleability word-problem primes and collection of data. Two-way multivariate and univariate analyses of variance revealed significant test-wave (O[subscript 1] vs. O[subscript 2] vs. O[subscript 3]) main effects on the 30-question challenge activity and the 10-question quiz; however, significance was due to a decrease in performance instead of an increase on both measures. A significant interaction between Group (Instructional Sequence A and Instructional Sequence B) and test wave was observed for the 30-question challenge activity measure only; however, significance was due to a decrease in performance instead of an increase. No significant changes were observed for students' theory of intelligence. The results are discussed and recommendations for future studies are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01