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| Autor/inn/en | Watkins, Jasmine; Middleton, Kyndra V. |
|---|---|
| Titel | An Investigation of the Predictors of Mathematics Self-Efficacy in Black College Freshmen on a Predominantly Black Campus |
| Quelle | In: Journal of Negro Education, 90 (2021) 4, S.429-441 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | Predictor Variables; Mathematics Education; Self Efficacy; African American Students; College Freshmen; Black Colleges; Multiple Regression Analysis; Mathematics Achievement |
| Abstract | The goal of the study was to explore the relationships of mathematics self-efficacy to four sources of mathematics self-efficacy. The participants were 127 Black college freshman students. Multiple regression procedures tested for predictors of the two measures of self-efficacy. Students' mathematics self-efficacy was measured using two sub-scales of two different instruments- mathematics course self-efficacy and mathematics self-efficacy for learning and performance. Statistical results indicated that only emotional/physiological state significantly predicted mathematics course self-efficacy and mathematics self-efficacy for learning and performance. The quantitative results were consistent with existing research including Black undergraduates but contrary to Bandura's theory of self-efficacy sources. This study may support educational strategies and interventions designed to improve Black college students' mathematics success. (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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