Relationship between students' self-assessment of their capabilities and their teachers' judgments of students' capabilities in mathematics problem-solving

Psychological Reports

Volumn 98, Issue 3, 2006, Pages 765-778

  Chen, Peggy P ^a  

^a CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ADULT; ARTICLE; CHILD; DECISION MAKING; EDUCATION; FEMALE; HUMAN; MALE; MATHEMATICS; OBSERVER VARIATION; PRESCHOOL CHILD; PROBLEM SOLVING; QUESTIONNAIRE; SELF CONCEPT; STATISTICS; STUDENT; TEACHING;

ACHIEVEMENT; ADOLESCENT; ADULT; CHILD; CHILD, PRESCHOOL; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; JUDGMENT; MALE; MATHEMATICS; OBSERVER VARIATION; PROBLEM SOLVING; QUESTIONNAIRES; SELF CONCEPT; STUDENTS; TEACHING;

EID: 33748859462     PISSN: 00332941     EISSN: 1558691X     Source Type: Journal    
DOI: 10.2466/PR0.98.3.765-778     Document Type: Article

References (30)

1. BANDURA, A. (1986) Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
2. BANDURA, A. (1997) Self-efficacy: the exercise of control. New York: Freeman.
3. BALL, D. L. (2002) What do we believe about teacher learning and how can we learn with and from our beliefs? Paper presented at the proceeding of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Athens, GA.
4. BOL, L., & HACKER, D. J. (2001) A comparison of the effects of practice tests and traditional review of performance and calibration. Journal of Experimental Education, 69, 133-151.
5. BOL, L., HACKER, D. J., O'SHEA, P., & ALLEN, D. (2005) The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. Journal of Experimental Education, 73, 269-290.
6. CARPENTER, T. P., FENNEMA, E., PETERSON, P. L., CHIANG, C., & LOEF, M. (1989) Using knowledge of children's mathematics thinking in classroom teaching: an experimental study. American Educational Research Journal, 26, 499-531.
7. CHEN, P. P. (2003) Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students. Learning and Individual Differences, 14, 79-92.
8. COHEN, J. (1992) A power primer. Psychological Bulletin, 112, 155-159.
9. EWERS, C. A., & WOOD, N. L. (1993) Sex and ability differences in children's math self-efficacy and prediction accuracy. Learning and Individual Differences, 5, 259-267.
10. FENNEMA, E., CARPENTER, T. P., FRANKE, M. L., LEVI, L., JACOBS, V. R., & EMPSON, S. (1996) A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
11. FENNEMA, E., & FRANKE, M. L. (1992) Teachers' knowledge and its impact. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan. Pp. 147-164.
12. GIVVIN, K. B., STIPEK, D. L., SALMON, J. M., & MACGYVERS, V. L. (2001) In the eyes of the beholder: students' and teachers' judgments of students' motivation. Teaching and Teacher Education, 17, 321-331.
13. HACKER, D. J., BOL, L., HORGAN, D. D., & RAKOW, E. A. (2000) Test prediction and performance in a classroom context. Journal of Educational Psychology, 92, 160-170.
14. IEA THIRD INTERNATIONAL MATHEMATICS AND SCIENCE STUDY. (1995) Mathematics items: released set for population 2 (seventh and eighth grades). Chestnut Hill, MA: Boston College.
15. IMPARA, J. C., & PLAKE, B. S. (Eds.) (1998) Mental measurements yearbook. (13th ed.) Lincoln, NE: Buros Institute of Mental Measurements.
16. JÖRESKOG, K., & SÖRBOM, D. (2002) LISREL 8.5: User's reference guide. Chicago, IL: Scientific Software International.
17. LINN, R. L., & MILLER, M. D. (2005) Measurement and assessment in teaching. (9th ed.) Upper Saddle River, NJ: Prentice-Hall.
18. PAJARES, F., & GRAHAM, L. (1999) Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
19. PAJARES, F., & KRANZLER, J. (1995) Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
20. PAJARES, F., & MILLER, M. D. (1994) Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. Journal of Educational Psychology, 86, 193-203.
21. PAJARES, F., & MILLER, M. D. (1995) Mathematics self-efficacy and mathematics performances: the need for specificity of assessment. Journal of Counseling Psychology, 42, 190-198.
22. PAJARES, F., & MILLER, M. D. (1997) Mathematics self-efficacy and mathematical problem solving: implications of using different forms of assessment. The Journal of Experimental Education, 65, 213-228.
23. PETERSON, P. L., CARPENTER, T., & FENNEMA, E. (1989) Teachers' knowledge of students' knowledge in mathematics problem solving: correlational and case analyses. Journal of Educational Psychology, 81, 558-569.
24. SCHUNK, D. H. (1981) Modeling and attributional effects on children's achievement: a self-efficacy analysis. Journal of Educational Psychology, 75, 848-856.
25. SCHUNK, D. H. (1991) Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
26. SCHUNK, D. H. (1998) Teaching elementary students to self-regulate practice of mathematical skills with modeling. In D. Schunk & B. Zimmerman (Eds.), Self-regulated learning from leaching to self-reflective practice. New York: Guilford. Pp. 137-159.
27. STAGE, F. K., CARTER, H. C., & NORA, A. (2004) Path analysis: an introduction and analysis of a decade of research. Journal of Educational Research, 98, 5-12.
28. TABACHNIK, B. G., & FIDELL, L. S. (2001) Using multivariate statistics. (4th ed.) Needham Heights, MA: Allyn & Bacon.
29. ZIMMERMAN, B. J. (1995) Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies. New York: Cambridge Univer. Press. Pp. 202-231.
30. ZIMMERMAN, B. J. (2000) Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82-91.