Zakariya Yusuf F
Department of Mathematical Sciences, University of Agder, Kristiansand, Norway.
Front Psychol. 2022 Sep 26;13:986622. doi: 10.3389/fpsyg.2022.986622. eCollection 2022.
Self-efficacy is an integral part of personal factors that contributes substantially to students' success in mathematics. This review draws on previous intervention studies to identify, describe, and expose underlying mechanisms of interventions that foster mathematics self-efficacy. The findings show that effective mathematics self-efficacy interventions can be categorized into three categories using their underlying mechanisms: those that directly manipulate sources of self-efficacy to foster the construct, and those that either embed self-efficacy features in teaching methods or in learning strategies. Specific examples of interventions that fall in each of these three categories are described including their features and the underlying mechanisms that improve students' mathematics self-efficacy. I argue for the two "most effective" interventions that foster mathematics self-efficacy and their relevance to either pre-university or university students with implications for teaching and learning of mathematics.
自我效能感是个人因素的一个组成部分，对学生在数学学习上的成功有很大贡献。本综述借鉴以往的干预研究，以识别、描述和揭示培养数学自我效能感的干预措施的潜在机制。研究结果表明，有效的数学自我效能感干预措施可根据其潜在机制分为三类：直接操纵自我效能感来源以培养这一概念的措施，以及将自我效能感特征融入教学方法或学习策略的措施。描述了属于这三类中每一类的干预措施的具体例子，包括它们的特点以及提高学生数学自我效能感的潜在机制。我主张两种“最有效的”培养数学自我效能感的干预措施，以及它们对大学预科或大学生的相关性，这对数学教学和学习具有启示意义。
