The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency

    Authors

    Contemp. Educ. Psychol.

    Comments

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    Keywords

    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

    Abstract

    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.

    Volume

    33

    Issue/Number

    4

    Publication Date

    1-1-2008

    Document Type

    Article

    Language

    English

    First Page

    875

    Last Page

    893

    WOS Identifier

    WOS:000260088600019

    ISSN

    0361-476X

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