Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Maria Guadalupe Villarreal-Treviño, Ricardo Jesus Villarreal-Lozano, Guadalupe Elizabeth Morales-Martinez, Ernesto Octavio Lopez-Ramirez, Norma Esthela Flores-Moreno


APA 6th edition
Villarreal-Treviño, M.G., Villarreal-Lozano, R.J., Morales-Martinez, G.E., Lopez-Ramirez, E.O., & Flores-Moreno, N.E. (2017). Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online. European Journal of Educational Research, 6(4), 465-473. doi:10.12973/eu-jer.6.4.465

Harvard
Villarreal-Treviño M.G., Villarreal-Lozano R.J., Morales-Martinez G.E., Lopez-Ramirez E.O., and Flores-Moreno N.E. 2017 'Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online', European Journal of Educational Research , vol. 6, no. 4, pp. 465-473. Available from: http://dx.doi.org/10.12973/eu-jer.6.4.465

Chicago 16th edition
Villarreal-Treviño, Maria Guadalupe , Villarreal-Lozano, Ricardo Jesus , Morales-Martinez, Guadalupe Elizabeth , Lopez-Ramirez, Ernesto Octavio and Flores-Moreno, Norma Esthela . "Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online". (2017)European Journal of Educational Research 6, no. 4(2017): 465-473. doi:10.12973/eu-jer.6.4.465

Abstract

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty, task relevance, and structure). After reading each scenario students were required to provide judgments regarding their believed self-efficacy to solve mathematical tasks described in the vignette by using a scale. Results showed that in regard to how students perceived their self-efficacy they could be grouped in two clusters (high and moderate). Most relevant factors to their judgment formation were task difficulty, task relevance and structure. Here, both groups used the same cognitive algebra mechanism to integrate factor information. Here, students valuated academic performance and feedback (e.g. difficulty and relevance) as most relevant even when they are conscious that learning is a primordial target. These and other results are discussed in the paper.

Keywords: Self-efficacy perception, mathematics, students, online learning, face to face learning, cognitive algebra.


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