Sources of self-efficacy in mathematics: A validation study

By E. Usher, Frank Pajares. 2009

696 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/346081a0e1a7ff23932b7a7ee1efde54c9c0691d

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Measuring mathematics self-efficacy as a learning outcome (2011, result): “The relationship between self-efficacy and outcome expectations is not always consistent, according to a recent validation study with middle school mathematics students (Usher and Pajares 2009 ): “A student reasonably confident in her mathematics capabilities, for example, may choose not to take an”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “Until recently, research examining the sources of students’ self-efficacy had been plagued by low reliabilities and questionable validity, but recent progress has been made through Usher and Pajares’ (2009) efforts to build a stronger measure of the sources of self-efficacy.”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “For instance, in the math achievement domain, once students perform a math-related task, they evaluate their performance with respect to personal standards of attainment, and develop or revise judgments about their competence to perform future domain-specific tasks (Usher & Pajares, 2009).”
Testing interest and self-efficacy as predictors of academic self-regulation and achievement (2014, background): “Zimmerman (2000), for example, defines academic self-regulation as a cyclical process consisting of the forethought (e.”
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): “Typical item examples are “I feel that, to me, being good at solving problems which involve math or reasoning mathematically is (not at all important, …very important)” for perceived task value (Eccles & Wigfield, 1995 )o r“How much do you like doing math-related tasks at school?” for task motivatio”
Support, belonging, motivation, and engagement in the college classroom: a mixed method study (2014, result): “Results from other investigations with both adolescents and college students also indicate that supportive messages from instructors may, in turn, bolster students’ self-efficacy beliefs (Kim and Keller 2008; Usher and Pajares 2009) and that S.”
Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards (2010, methodology): “Such a study could be supplemented with a sophisticated measure of self-efficacy in mathematics as Usher and Pajares (2009) recently presented.”
Predicting Achievement in Mathematics in Adolescent Students (2013, background): “Consequently, the former are more likely to receive negative social feedback about their capabilities (Usher & Pajares, 2009).”