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ERIC Number: EJ696847
Record Type: Journal
Publication Date: 2005-Jan
Pages: 16
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-5984
Epistemological Beliefs, Mathematical Problem-Solving Beliefs, and Academic Performance of Middle School Students
Schommer-Aikins, Marlene; Duell, Orpha K.; Hutter, Rosetta
Elementary School Journal, v105 n3 p289 Jan 2005
This study examined the structure of middle school students' general epistemological beliefs and domain-specific mathematical problem-solving beliefs by asking whether the 2 belief systems are related and whether they predict students' academic performance. Over 1,200 seventh- and eighth-grade students completed an Epistemological Questionnaire, the Indiana Mathematical Belief Scale, and the Fennema-Sherman Usefulness Scale. Based on regression analyses, beliefs in quick/fixed learning (i.e., that learning is fast and instinctual) and studying aimlessly (i.e., studying without strategy) were significantly related to beliefs about effortful math, useful math, understand math concepts, and math confidence. Furthermore, path analysis suggested that both general and domain-specific epistemological beliefs predicted academic performance as measured by solving mathematic problems and overall grade point average.
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu
Publication Type: Journal Articles
Education Level: Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana