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Interest, self-efficacy, and academic achievement in a statistics lesson
Citation
Hay, I and Callingham, R and Carmichael, C, Interest, self-efficacy, and academic achievement in a statistics lesson, Interest in mathematics and science learning, American Educational Research Association, KA Renniger, M Nieswandt & S Hidi (ed), Washington DC, United States, pp. 173-188. ISBN 978-0-935302-15-8 (2015) [Research Book Chapter]
Official URL: http://www.aera.net/Publications/OnlineStore/Books...
Abstract
What is the causal relationship between students’ interest and self-efficacy for statistics knowledge?
Although this question has been explored in other curriculum domains, there is less research in
mathematics, in part because general and broad measures of students’ mathematics achievement,
interest, and self-efficacy have often demonstrated limited interaction effects. These components
are now seen as multidimensional, and the more specific and targeted the domains, the greater
the opportunity for causal interaction patterns to be identified. The specific mathematical
knowledge domain in this study was middle school students’ statistical knowledge and statistical
comprehension— their "statistical literacy." On the basis of existing theoretical frameworks, instruments
were developed to assess students’ interest and self-efficacy levels in statistics (the Statistical
Literacy Interest Measure and the Self-Efficacy for Statistical Literacy measure). The
two instruments were administered to 218 students in Grades 6 to 10. Together with achievement
and demographic data, the results were used to build a structural equation model of factors
that influenced middle school students’ statistical literacy. Students’ self-efficacy in statistics
was a significant predictor of achievement, with students’ levels of interest in statistics strongly
associated with their levels of self-efficacy. This supports the theoretical perspective that teachers
can activate students’ situational interest and that this activation is a positive agent that
influences students’ engagement, commitment, and persistence (as shown by their self-efficacy
levels) and consequently their achievement. Interviews with the teachers were also conducted;
these indicated that active promotion of student interest using relevant and meaningful activities
positively influenced students’ knowledge of statistics. The findings suggest the importance of
conducting causal research in specific curriculum domains and the interrelated nature of
students’ knowledge, interest, and self-efficacy. This study emphasizes the need for teachers to
understand that students’ situational interest is a key element in their learning, one that needs
to be triggered and developed so that students foster enduring interest in learning.
Item Details
Item Type: | Research Book Chapter |
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Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Mathematics and numeracy curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Pedagogy |
UTAS Author: | Hay, I (Professor Ian Hay) |
UTAS Author: | Callingham, R (Associate Professor Rosemary Callingham) |
ID Code: | 104955 |
Year Published: | 2015 |
Deposited By: | Education |
Deposited On: | 2015-11-30 |
Last Modified: | 2017-12-14 |
Downloads: | 0 |
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