id: 06434133
dt: a
an: 2015c.00070
au: Chang, Yu-Liang (Aldy); Wu, Su-Chiao (Angel)
ti: Is a mathematics teacher’s efficacy influential to their students’
mathematics self-efficacy and mathematical achievement.
so: Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
2. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 273-280
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: C20 C30 C70
ut: teachers’ efficacy; students’ self-efficacy; teachers’ beliefs;
achievement
ci:
li:
ab: Summary: The main purpose of this study was to examine the effects of
fith-grade mathematics teachers’ efficacy (MTE) on their students’
mathematics self-efficacy (SMSE) and mathematical achievement (SMA) in
the classroom. Two instruments (for MTE and SMSE) were administered to
62 classes (62 teachers and 1283 fifth-graders) for gathering data,
associated with SMA scores in school. Corresponding statistical
analyses were applied to the obtained data. The findings revealed that
mathematics teachers’ efficacy beliefs were significantly influential
to both SMSE and SMA. It also showed that MTE ratings could effectively
predict SMA. Consequently, suggestions derived from findings and
discussions were proposed for further improvement of these mathematics
teachers’ efficacy and, in turn, for enhancing fifth-graders’
mathematics self-efficacy and mathematical achievement in the future.
rv: