It’s not what you think: Perceptions regarding the usefulness of mathematics may hinder performance
Author(s) / Creator(s)
Espinosa, Adriana
Abstract / Description
The present study investigated the moderating effect of self-confidence in one’s ability to learn mathematics on the relation between beliefs about its usefulness and performance. The study was conducted using a sample of college students from an urban college in the Eastern US (N = 306). Moderation was tested using hierarchical regressions as well as the Johnson-Neyman Technique. The results indicate that performance and beliefs about the usefulness of mathematics were not statistically related amongst individuals with high self-confidence, and negatively related for participants with low self-confidence. The findings suggest that teaching approaches aiming to improve student performance in mathematics by enhancing student beliefs about its usefulness, would likely be more effective if they primarily focused on increasing student self-confidence in their mathematics ability.
Keyword(s)
performance in mathematics perceived usefulness of mathematics self-confidence in mathematics abilityPersistent Identifier
Date of first publication
2018-06-07
Journal title
Journal of Numerical Cognition
Volume
4
Issue
1
Page numbers
235–242
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Espinosa, A. (2018). It’s not what you think: Perceptions regarding the usefulness of mathematics may hinder performance. Journal of Numerical Cognition, 4(1), 235–242. https://doi.org/10.5964/jnc.v4i1.81
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jnc.v4i1.81.pdfAdobe PDF - 278.35KBMD5: f3cf8b88abffdda94046271f6b4dd065
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Author(s) / Creator(s)Espinosa, Adriana
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PsychArchives acquisition timestamp2018-11-21T11:42:53Z
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Made available on2018-11-21T11:42:53Z
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Date of first publication2018-06-07
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Abstract / DescriptionThe present study investigated the moderating effect of self-confidence in one’s ability to learn mathematics on the relation between beliefs about its usefulness and performance. The study was conducted using a sample of college students from an urban college in the Eastern US (N = 306). Moderation was tested using hierarchical regressions as well as the Johnson-Neyman Technique. The results indicate that performance and beliefs about the usefulness of mathematics were not statistically related amongst individuals with high self-confidence, and negatively related for participants with low self-confidence. The findings suggest that teaching approaches aiming to improve student performance in mathematics by enhancing student beliefs about its usefulness, would likely be more effective if they primarily focused on increasing student self-confidence in their mathematics ability.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationEspinosa, A. (2018). It’s not what you think: Perceptions regarding the usefulness of mathematics may hinder performance. Journal of Numerical Cognition, 4(1), 235–242. https://doi.org/10.5964/jnc.v4i1.81en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1285
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1477
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v4i1.81
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Keyword(s)performance in mathematicsen_US
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Keyword(s)perceived usefulness of mathematicsen_US
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Keyword(s)self-confidence in mathematics abilityen_US
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Dewey Decimal Classification number(s)150
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TitleIt’s not what you think: Perceptions regarding the usefulness of mathematics may hinder performanceen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers235–242
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Volume4
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Visible tag(s)Version of Record