Ninth and tenth grade students' mathematics self-efficacy beliefs: the sources and relationships to teacher classroom interpersonal behaviors

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dc.contributor Nichols, Sharon E.
dc.contributor Kuntz, Aaron M.
dc.contributor Robinson, Cecil D.
dc.contributor Thompson, Anthony D.
dc.contributor.advisor Shwery, Craig S.
dc.contributor.author White, Amanda Garrett
dc.date.accessioned 2017-02-28T22:21:59Z
dc.date.available 2017-02-28T22:21:59Z
dc.date.issued 2009
dc.identifier.other u0015_0000001_0000141
dc.identifier.other White_alatus_0004D_10225
dc.identifier.uri https://ir.ua.edu/handle/123456789/647
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of the mix-methods action research study was to seek how the changes in students' perceptions about teacher classroom interpersonal behaviors, the four efficacy sources and mathematics self-efficacy beliefs were related. The methods used to accomplish this were: descriptive statistics, t-test, Pearson correlation coefficient statistical analyses, focus group interviews and a practical argument analysis. The investigation was three-fold: 1) determine students' perceptions of teacher classroom interpersonal behaviors and the sources of their mathematics self-efficacy changes during the academic semester; 2) investigate how those changed perceptions affected any existing relationships among and between students' perceptions of mathematics self-efficacy beliefs, Bandura's four sources of those beliefs, and teacher classroom interpersonal behaviors; and 3) reflective focus on researchers' teaching beliefs and strategies of self-efficacy within the mathematics classroom. Post mean scores indicated that perceived Verbal Persuasion as the most influential source of their mathematics self-efficacy and a significant positive relationship between Verbal Persuasion and efficacy beliefs toward future success in mathematics courses. Pearson correlation coefficient analysis revealed perceptions of teacher classroom interpersonal behaviors were shown to have significant relationships to the four sources of mathematics self-efficacy beliefs. Practical argument analysis provided evidence that the researcher's teaching beliefs were aligned with the four sources of self-efficacy. The significant relationships between Bandura's (1997) four sources of self-efficacy and teacher classroom interpersonal behaviors requires further investigation to illuminate how these relationships may affect mathematics self-efficacy.
dc.format.extent 188 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education, Mathematics
dc.subject.other Education, Secondary
dc.title Ninth and tenth grade students' mathematics self-efficacy beliefs: the sources and relationships to teacher classroom interpersonal behaviors
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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