The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency

By B. Hoffman, Alexandru Spatariu. 2008

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9c0bf153c737377bc7ea6e32435e0f6ee93f138e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Schukajlow
2. John L. Nietfeld
3. Gregory Schraw
4. R. Hargrove
5. B. Hoffman
6. D. Leiss
7. Werner Blum
8. Reinhard Pekrun

In Experimental and Cognitive Psychology

1. S. Schukajlow
2. John L. Nietfeld
3. Gregory Schraw
4. B. Hoffman
5. R. Hargrove
6. Reinhard Pekrun
7. Werner Blum
8. Kusum Singh

In Statistics and Probability

1. S. Schukajlow
2. Gregory Schraw
3. John L. Nietfeld
4. R. Hargrove
5. D. Leiss
6. Werner Blum
7. Kusum Singh
8. Reinhard Pekrun

Citations in the corpus

• The Impact of Metacognitive Instruction on Creative Problem Solving (2015, methodology): “The approaches used by Anderson (2002) and Swartz (2001) align well with current problem-solving studies that emphasize metacognitive prompts (Davis, 2003; Hoffman & Spatariu, 2008).”
• Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “Recent studies in the mathematics domain in different grade levels consistently revealed that self-efficacy is positively related to students’ performance (Fast et al., 2010; Hoffman & Spatariu, 2008; Kitsantas, Cheema, & Ware, 2011; Jiang, Song, Lee, & Bong, 2014; Pietsch, Walker, & Chapman, 2003).”
• Conceptions of Efficiency: Applications in Learning and Problem Solving (2010, methodology): “…describe efficiency as the ratio of the number of problems correctly solved to the amount of time needed to solve them (Hoffman & Schraw, 2009; Hoffman & Spatariu, 2008; Mory, 1994), instructional yield per unit (Kulhavy et al., 1985), the amount of time taken to process information (Eysenck…”
• Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): “They use understanding-oriented strategies more often (Pintrich & DeGroot, 1990), regulate their learning process more intensively (Zimmerman & Martinez-Pons, 1990), invest more effort (Schunk, 1989), and show better performances in problem solving ( Hoffman & Spatariu, 2008 ) and mathematics (Malmi”