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SUMMARY:An empirical investigation into the sources of students’ mathema
 tics self-  efficacy in a Chinese junior high school - Jie Gao\, Faculty o
 f Education\, University of Cambridge
DTSTART:20130305T130000Z
DTEND:20130305T140000Z
UID:TALK43754@talks.cam.ac.uk
CONTACT:Ting Ding
DESCRIPTION:Drawing on Bandura’s (1997) theoretical framework of four hy
 pothesised sources of self-efficacy\, the present study investigated how C
 hinese junior high school students perceive the influence of informational
  sources on self-efficacy in \nmathematics. The empirical investigation wa
 s guided by the following research questions: \n\nDo a) boys and girls\; b
 ) students with high or low self-efficacy undergo different experiences in
  terms of the four hypothesised efficacy sources?  Are the means by which 
 students cognitively process such information different between a) boys an
 d girls\; and b) students with high or low self-efficacy?  Apart from the 
 four hypothesised sources\, is there any other influential information tha
 t matters?\n\nFindings demonstrated that girls receive more encouraging me
 ssages about their mathematics study than boys\, which may have compensate
 d the detrimental effects of stereotype in this male-dominated arena. Howe
 ver\, no gender difference was found in \nterms of the influences of the h
 ypothesised sources. In contrast\, findings suggested that participants wi
 th high or low self-efficacy not only undergo very different experiences r
 egarding efficacy-relevant information but also hold divergent viewpoints 
 of the efficacy implications of the sources. In addition\, factors other t
 han the four sources\, such as academic interaction with others\, self-reg
 ulatory strategies and ‘face’ issues also appeared to be influential t
 o participants’ mathematics self-efficacy in the context of Chinese cult
 ural \nbackground.
LOCATION:Room 2S8\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge
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