id: 06013802
dt: a
an: 2012b.00221
au: O’Shea, Ann; Cleary, Joan; Breen, Sinead
ti: Exploring the role of confidence, theory of intelligence and goal
orientation in determining a student’s persistence on mathematical
tasks.
so: Joubert, M. (ed.) et al., Proceedings of the British Society for Research
into Learning Mathematics (BSRLM). Vol. 30, No. 1. Proceedings of the
British congress of mathematics education, BCME-7, University of
Manchester, UK, April 6‒9. 2010. London: British Society for Research
into Learning Mathematics (BSRLM). 151-158 (2010).
py: 2010
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: C25 C65
ut: confidence; goal orientation; theory of intelligence; persistence; student
beliefs; educational research; gender differences
ci:
li:
ab: Summary: We consider Dweck’s (1986) theory on the relationships between
students’ beliefs concerning the nature of intelligence, their
learning goal orientation, their confidence, and their willingness to
seek challenges and to persist when faced with difficulties. Dweck’s
theories have been studied for the past 20 years, for example by Stipek
and Gralinski (1996) among many others. In this study the beliefs and
behaviour of 182 third level students were investigated. These students
had all chosen to pursue an undergraduate course in a numerate subject.
It was found that the relationships between theories of intelligence
and goal orientations were more complicated than those postulated by
Dweck, and in particular seem to differ between the male and female
students. We also found that a student’s theory of intelligence, goal
orientation, and confidence in his mathematical ability influenced his
persistence at difficult mathematical tasks. However, once again,
differences were found between the male and female groups.
rv: