Statistical Literacy in the Middle School: The Relationship between Interest, Self-Efficacy and Prior Mathematics Achievement

Autor/inn/en	Carmichael, Colin; Callingham, Rosemary; Hay, Ian; Watson, Jane
Titel	Statistical Literacy in the Middle School: The Relationship between Interest, Self-Efficacy and Prior Mathematics Achievement
Quelle	In: Australian Journal of Educational & Developmental Psychology, 10 (2010), S.83-93 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Middle School Students; Statistics; Mathematics Education; Mathematics Achievement; Self Efficacy; Student Interests; Influences; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Statistik; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Influence; Einfluss; Einflussfaktor; Ausland; Australien
Abstract	This paper examines the relationship between key predictors of middle school students' interest for statistical literacy, including their self-efficacy for statistical literacy and their prior mathematics achievement. Given the lack of research in the statistical literacy domain, a review of the mathematics education literature confirms the importance of self-efficacy and achievement in predicting interest and describes the nature of their influence on interest. The paper then reports on an empirical study involving a sample of 438 Australian middle school students from 8 schools across 3 states. Data from this study are used in a series of statistical models to confirm the influence of identified predictors and to study their inter-relationship. Results from the study suggest that the influence of prior achievement on interest is completely mediated by self-efficacy. In addition to this, the relationship between interest and self-efficacy appears to be quadratic, in that students with high levels of self-efficacy may not have corresponding high levels of interest. Implications for this research are then discussed. (Contains 2 tables and 3 footnotes.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10