The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency
Self-efficacy; Self-regulation; Metacognitive prompting; Math; problem-solving; Strategy; WORKING-MEMORY; MENTAL MULTIPLICATION; ACADEMIC-PERFORMANCE; KNOWLEDGE; BELIEFS; MATHEMATICS; CLASSROOM; STUDENTS; SKILL; GOAL; Psychology, Educational
A regression design was used to test the unique and interactive effects of self-efficacy beliefs and metacognitive prompting oil solving mental multiplication problems while controlling for mathematical background knowledge and problem complexity. Problem-solving accuracy, response time, and efficiency (i.e. the ratio of problems solved correctly to time) were measured. Students completed a mathematical background inventory and then assessed their self-efficacy for mental multiplication accuracy. Before solving a series of multiplication problems, participants were randomly assigned to either a prompting or control group. We tested the motivational efficiency, hypothesis, which predicted that motivational beliefs, such as self-efficacy and attributions to metacognitive strategy use are related to more efficient problem solving. Findings suggested that self-efficacy and metacognitive prompting increased problem-solving performance and efficiency separately through activation of reflection and strategy knowledge. Educational implications and future research are suggested. (C) 2007 Elsevier Inc. All rights reserved.
"The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency" (2008). Faculty Bibliography 2000s. 451.