Norwegian freshmen engineering students' self-efficacy, motivation, and view of mathematics in light of task performance

R. J. Rensaa, T. Tossavainen
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引用次数: 1

Abstract

We report on 71 Norwegian freshmen engineering students' self-efficacy and motivation in mathematics. Students' responses to five-point Likert scales were analysed across three groups corresponding to different performance levels on a set of mathematical tasks. The groups were investigated to trace differences in self-efficacy, motivation, and the epistemological beliefs about the nature of mathematics. Results show that the Norwegian first-year engineering students' self-efficacy is closely related to task performance, but there is not a similar correspondence between task performance and the motivational values. The amount of higher performing students who regard mathematics as a set of (ready-made) tools for solving tasks is a little higher than the amount of lower performing students, while in the case of valuing problem-solving processes in mathematics, the distribution of students is opposite with lower performing students being a majority. The task performance levels are a significant predictor of how dynamic the distribution of the epistemological beliefs is.
挪威工科新生的自我效能感、动机与任务绩效下的数学观
本文对71名挪威工科大一学生的数学自我效能感和学习动机进行了调查。研究人员分析了三组学生对李克特五点量表的反应,这些学生对应于一组数学任务的不同表现水平。研究人员对这些小组进行了调查,以追踪自我效能感、动机和对数学本质的认识论信念的差异。结果表明,挪威工科一年级学生的自我效能感与任务绩效密切相关,但任务绩效与动机价值观之间不存在类似的对应关系。将数学视为解决任务的一套(现成的)工具的表现较好的学生的数量略高于表现较差的学生的数量,而在重视数学解决问题过程的情况下,学生的分布正好相反,表现较差的学生占多数。任务表现水平是认识论信念分布动态程度的重要预测指标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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