Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation

By E. Usher. 2009

417 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3f23ebc5873585f3a85b6299ba643d371ccc47e4

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Self-Efficacy Theory in Education (2016, background): “1), and researchers have substantiated the importance of these four sources (Joët, Usher, & Bressoux, 2011; Usher, 2009).”
Dimensions of students’ views of themselves as learners of mathematics (2011, background): “In a more recent study, Usher (2009) also reports on a social cognitive approach and underlines that it is important to study the sources underlying these self-beliefs and to investigate how selfefficacy beliefs develop as the result of emotional, cognitive, or motivational processes.”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “Students form and adjust their self-efficacy beliefs by carefully interpreting and weighing their mastery and vicarious experiences, verbal messages communicated by others and their own emotional states (Bandura, 1986; Usher, 2009).”
Sources of self-efficacy: An investigation of elementary school students in France. (2011, background): “When students become aware of labels in their social environment that convey ability in mathematics as a fixed or inborn quality, they may be particularly susceptible to lowering their own efficacy beliefs when they encounter difficulty (Dweck & Molden, 2005; Usher, 2009).”
Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs (2011, background): “Girls can also learn from hard work and boys can perform at high levels in spite of seemingly poor work habits (Usher, 2009).”
Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math (2016, background): “Furthermore, research has noted that when instruction is modeled by the teacher, is repetitive, focused, and explicit (which are all characteristics of SRSD instruction) students’ self-efficacy levels increase (Siegle & McCoach, 2007; Usher, 2009).”
Sources of Self-Efficacy Influencing Academic Performance of Engineering Students (2013, background): “So far, most of the studies examined only the relationship between self-efficacy sources and selfefficacy [5,10,13,17,21,32,33] or self-efficacy and academic achievements [1,3,14,15,16,19,20,22,24,28,35].”
Motivation and Achievement of Middle School Mathematics Students (2017, background): “Being actively involved in a child’s education and setting high expectations of students can affect mathematics achievement (Ahmed et al., 2010; Deci et al., 1991; Kim & Chung, 2012; Reynolds, 199; Usher, 2009; Zhao & Singh, 2011).”
Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? (2010, background): “In particular, environments that arouse anxiety and other negative emotions would have a negative effect on efficacy beliefs (Usher, 2009).”
The Development of the STEM Career Interest Survey (STEM-CIS) (2014, background): “The literature indicated the need for a survey instrument that was developed for middle school students (Tyler-Wood et al. 2010; Usher 2009).”
Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, methodology): “Qualitative retrospective studies of the antecedents of self-efficacy have been used to explore experiences that influence individuals’ motivation and performance (e.g., Milner & Woolfolk Hoy, 2003; Mulholland & Wallace, 2001; Usher, 2009; Zeldin & Pajares, 2000).”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, background): “Bandura (1986) connected the development of selfefficacy beliefs, among others, to the monitoring of one’s subjective experiences (i.e., mastery experiences), and awareness of physiological states (e.g., arousal during effort exertion) and affect (see also Usher, 2009; Usher & Pajares, 2008).”