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Guven, Bulent; Cabakcor, Buket Ozum – Learning and Individual Differences, 2013
It is known that there are many factors affecting students' problem-solving abilities. In this study, the influence of seventh-grade students' affective factors, their academic success, their gender and their families' educational levels on their problem-solving achievement was examined. To achieve this aim, a Problem-Solving Attitude Scale, a…
Descriptors: Academic Achievement, Achievement Tests, Self Efficacy, Measures (Individuals)
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Hoffman, Bobby – Learning and Individual Differences, 2010
This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for…
Descriptors: Reaction Time, Self Efficacy, Problem Solving, Short Term Memory
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Nie, Youyan; Lau, Shun; Liau, Albert K. – Learning and Individual Differences, 2011
Emphasizing task importance, which is regarded as a way of motivating engaged behavior, may increase an individual's anxiety. The present research investigated whether academic self-efficacy could moderate the maladaptive relation between task importance and test anxiety. 1978 and 1670 Grade 9 Singaporean students participated in a survey related…
Descriptors: Self Efficacy, Grade 9, Learning Experience, Test Anxiety
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Hoffman, Bobby; Schraw, Gregory – Learning and Individual Differences, 2009
We investigated the influence of self-efficacy beliefs and working memory capacity on mathematical problem-solving performance, response time, and efficiency (i.e., the ratio of problems solved correctly to time). Students completed a letter-recoding task (Experiment 1) or an operation span task (Experiment 2), rated their self-efficacy for…
Descriptors: Reaction Time, Self Efficacy, Problem Solving, Short Term Memory
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Cupani, Marcos; de Minzi, Maria Cristina Richaud; Perez, Edgardo Raul; Pautassi, Ricardo Marcos – Learning and Individual Differences, 2010
This study tested a set of hypotheses derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory in a sample of Argentinean middle school students. To this aim, 277 students (male and female; age: 13-15 years) were assessed using the following instruments: logical-mathematical self-efficacy scale,…
Descriptors: Middle School Students, Self Efficacy, Mathematics Achievement, Academic Achievement
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Stankov, Lazar; Lee, Jihyun; Luo, Wenshu; Hogan, David J. – Learning and Individual Differences, 2012
In this paper we report the results from a study that assessed confidence together with scales measuring self-belief--i.e., self-efficacy, different kinds of self-concepts, and anxiety--among the 15-year old students from Singapore. A distinct confidence factor was identified in the domains of mathematics (N = 1940) and English (N = 1786). Our…
Descriptors: Females, Self Efficacy, Anxiety, Foreign Countries
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Lee, Jihyun – Learning and Individual Differences, 2009
The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…
Descriptors: Self Efficacy, Program Effectiveness, Foreign Countries, Mathematics Anxiety
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Inoue, Noriyuki – Learning and Individual Differences, 2007
In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They…
Descriptors: Undergraduate Students, Puzzles, Mathematics Education, Multiple Regression Analysis