"I think I can, but I'm afraid to try": The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency
Abbreviated Journal Title
Learn. Individ. Differ.
Self-efficacy; Mathematics anxiety; Problem-solving efficiency; WORKING-MEMORY CAPACITY; MATH ANXIETY; GENDER-DIFFERENCES; INDIVIDUAL-DIFFERENCES; SCHOOL-STUDENTS; SEX-DIFFERENCES; PATH-ANALYSIS; PERFORMANCE; MULTIPLICATION; ACHIEVEMENT; Psychology, Educational
This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for mathematics, before completing an operation span task to measure working memory capacity, rating self-efficacy for mental multiplication, and then solved computer-based multiplication problems at two complexity levels. A simultaneous regression design was used to assess the unique variance associated with each variable. There were two new findings: the differential role of self-efficacy on response time and efficiency, and the potential compensatory relationship between self-efficacy and mathematics anxiety related to efficiency outcomes. Educational implications and suggestions for future research were proposed. (C) 2010 Elsevier Inc. All rights reserved.
Learning and Individual Differences
""I think I can, but I'm afraid to try": The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency" (2010). Faculty Bibliography 2010s. 253.