| Abstrakt: |
Internationally, associations between mathematics achievement and various beliefs and attitudes related to learning are well established. In this article, the findings of five studies are examined to identify patterns in New Zealand students' mathematics-related beliefs and attitudes, and their relationships with achievement. Each study included an assessment of students' beliefs and attitudes as well as their mathematics achievement, involved students in the 5 to 13-year-old range, and was reported in the 2009-2015 period. Students' beliefs and attitudes were measured at various levels of specificity, ranging from beliefs about the malleability of intelligence, to confidence in their general mathematics ability, to task-specific mathematics self-efficacy judgments. It will be argued that using task-specific measures of students' mathematics self-efficacy is of particular value for revealing a relationship between achievement and self-belief, and that teacher-implemented micro-interventions can be effective in strengthening both achievement and self-belief. [ABSTRACT FROM AUTHOR] |
Full text from SpringerLink