Factors Influencing College Students’ Motivation in Mathematics Courses:  Self-Efficacy, Interest & Epistemology

 

A. G. Harbaugh

 

 

Epistemological Beliefs , Self-Perception & Mathematics Experience

Bassarear, T.J. (1991).  An examination of the influence of attitudes and beliefs on achievement in a college developmental mathematics course.  Research and Teaching in Developmental Education, 7(2), 43–56.

Hofer, B.K. (1999).  Instructional context in the college mathematics classroom:  Epistemological beliefs and student motivation.  Journal of Staff, Program and Organizational Development, 16(2), 73–82.

Hofer, B.K., & Pintrich, P.R. (1997). The development of epistemological theories:  Beliefs about knowledge and knowing and their relation to learning.  Review of Educational Research, 67(1), 88–140.

House, J.D. (1993).  Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students.  Journal of Genetic Psychology, 154(1), 61–71.

House, J.D. (1995).  The predictive relationship between academic self-concept, achievement expectancies, and grade performance in college calculus.  Journal of Social Psychology, 135(1), 111–112.

Lampert, M.  (1990).  When the problem is not the question and the solution is not the answer:  Mathematical knowing and teaching.  American Educational Research Journal, 27(1):  29–63.

Lent, R.W., Brown, S.D., & Gore, P.S., Jr. (1997).  Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy.  Journal of Counseling Psychology, 44(3), 307–315.

Lips, H.M. (1995).  Through the lens of mathematical/scientific self-schemas: Images of students' current and possible selves.  Journal of Applied Social Psychology, 25(19), 1671–1699.

Luchins, A.S., & Luchins, E.H. (1979).  Geometric problem solving related to differences in sex and mathematical interests.  Journal of Genetic Psychology, 134(2), 255–270.

Perry, W.G., Jr. (1970).  Forms of Intellectual and Ethical Development in the College Years:  A Scheme.  New York:  Holt, Rinehart & Winston.

Schiefele, U., & Csikszentmihalyi, M. (1995).  Motivation and ability as factors in mathematics experience and achievement.  Journal for Research in Mathematics Education, 26(2), 163–181.

Schoenfeld, A.H. (1983).  Beyond the purely cognitive:  Belief systems, social cognitions, and metacognitions as driving forces in intellectual performances.  Cognitive Science, 7(4), 329–363.

Schoenfeld, A.H. (1988).  When good teaching leads to bad results:  The disasters of “well-taught” mathematics courses.  Educational Psychologist, 23(2), 145–166.

Schoenfeld, A.H. (1992).  Learning to think mathematically:  Problem solving, metacognition and sense making in mathematics.  In D.A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning, (pp. 334–370).  New York:  Macmillan.

Success Attribution

Anthony, G. (2000). Factors influencing first-year students' success in mathematics.  International Journal of Mathematical Education in Science and Technology, 31(1), 3–14.

 

Motivation & Interest

Shotwell, T.A. (1999).  Comparative analysis of business and non-business students' performances in financial accounting: Passing rates, interest and motivation in accounting, and attitudes toward reading and math.  College Student Journal, 33(2), 181–195.

 

Self-Efficacy

House, J.D. (1995).  Student motivation, previous instructional experience, and prior achievement as predictors of performance in college mathematics.  International Journal of Instructional Media, 22(2), 157–167.

Lent, R.W., Lopez, F.G., Brown, S.D., & Gore, P.A. Jr. (1996).  Latent structure of the sources of mathematics self-efficacy.  Journal of Vocational Behavior, 49(3), 292–308.

Matsui, T., Matsui, K., & Ohnishi, R. (1990).  Mechanisms underlying math self-efficacy learning of college students.  Journal of Vocational Behavior, 37(2), 225–238.

Pajares, F., & Miller, M.D. (1995).  Mathematics self-efficacy and mathematics performances: The need for specificity of assessment.  Journal of Counseling Psychology, 42(2), 190–198.

Self-Efficacy & Interest

Lent, R.W., Lopez, F.G., & Bieschke, K.J. (1993).  Predicting mathematics-related choice and success behaviors: Test of an expanded social cognitive model.  Journal of Vocational Behavior, 42(2), 223–236.

Smith, P.L., & Fouad, N.A. (1999).  Subject-matter specificity of self-efficacy, outcome expectancies, interests, and goals: Implications for the social-cognitive model.  Journal of Counseling Psychology, 46(4): 461–471.

Yancey, G.B., & Humphrey, E., & Neal, K. (1992).  How perceived incentive, task confidence, and arousal influence performance.  Perceptual and Motor Skills, 74(1), 279–285.

 

Self-Efficacy & Ability

Campbell, N.K., & Hackett, G. (1986).  The effects of mathematics task performance on math self-efficacy and task interest.  Journal of Vocational Behavior, 28(2), 149–62.

Pajares, F., & Miller, M.D. (1995).  Mathematics self-efficacy and mathematics performances: The need for specificity of assessment.  Journal of Counseling Psychology, 42(2), 190–198.

Siegel, R.G., Galassi, J.P., &  Ware, W.B. (1985).  A comparison of two models for predicting mathematics performance: Social learning versus math aptitude-anxiety.  Journal of Counseling Psychology, 32(4), 531–538.

 

Career Self-Efficacy

Hackett, G., Betz, N.E., O’Halloran, M.S., & Romac, D.S. (1990).  Effects of verbal and mathematics task performance on task and career self-efficacy and interest.  Journal of Counseling Psychology, 37(2), 169–77.

Lapan, R.T., Shaughnessy, P., & Boggs, K. (1996).  Efficacy expectations and vocational interests as mediators between sex and choice of math/science college majors: A longitudinal study.  Journal of Vocational Behavior, 49(3), 277–291.

Lent, R.W., Brown, S.D., Brenner, B., Chopra, S.B., Davis, T., Talleyrand, R., & Suthakaran, V. (2001).  The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses.  Journal of Counseling Psychology, 48(4), 474–483.

Lent, R.W., Lopez, F.G., & Bieschke, K.J. (1991).  Mathematics self-efficacy: Sources and relation to science-based career choice.  Journal of Counseling Psychology, 38(4), 424–430.

Measurement Tools

Gadzella, B.M., & D, J. (1985).  Construct validity of the mathematics attitude scale.  Psychological Reports, 56(1), 111–114.

Kranzler, J.H. & Pajares, F. (1997)  An exploratory factor analysis of the mathematics self-efficacy scale revised (MSES-R).  Measurement and Evaluation in Counseling and Development, 29(4), 215–28.

Pajares, F., & Urdan, T. (1996).  Exploratory factor analysis of The Mathematics Anxiety Scale.  Measurement and Evaluation in Counseling and Development, 29(1), 35–47.

 

 

Race, Culture & Motivation

Powers, S., Choroszy, M., & Douglas, P. (1987).  Attributions for success and failure of Japanese-American and Anglo-American university students.  Psychology: A Journal of Human Behavior, 24(3), 17–23.