Preparedness or Development? Differential Curve Effects of Self-Efficacy on Performance and Interest in Undergraduate-Level Mathematics (Poster 20)

• In Event: AERA Poster Session Eight
  In Poster Session: Section 1C Mathematics Poster Session

Abstract

Introductory mathematics courses continue to be compulsory for many academic disciplines in higher education, often with large enrollment and minimal support. Ability beliefs (e.g., self-efficacy) and motivations (e.g., interest) are known to decline alongside academic performance. The current study investigated the separate effects of participants’ (n=335) initial self-efficacy and self-efficacy development, on domain interest and formative assessment to inform strategies on mitigating these declines in a mandatory mathematics undergraduate course. Latent growth curve analysis on self-efficacy beliefs was undertaken within a fully-forward latent SEM. Initial self-efficacy predicted the initial formative quizzes, and negatively predicted the last two quizzes. Development of self-efficacy played a central role, positively predicting end-of-course domain interest, and last two quizzes. Theoretical and practical implications are discussed.

Authors

• Alex Shum, University of Hong Kong
  Non-Presenting Author

• Luke K Fryer, University of Hong Kong
  Non-Presenting Author

• Juming Jiang, University of Hong Kong
  Presenting Author