Mathematics Self-Efficacy of Brazilian High School Students: A Mixed-Methods Approach Study

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Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorFederal University of Alfenas-
Autor(es): dc.contributorCarlos Chagas Foundation-
Autor(es): dc.creatorIaochite, Roberto Tadeu-
Autor(es): dc.creatorda Matos, Mayara Mota-
Autor(es): dc.creatorda Costa Filho, Roraima Alves-
Autor(es): dc.creatorAzzi, Roberta Gurgel-
Autor(es): dc.creatorMaciel, Ana Cecília de Medeiros-
Data de aceite: dc.date.accessioned2025-08-21T16:18:44Z-
Data de disponibilização: dc.date.available2025-08-21T16:18:44Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2025-04-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1002/ijop.70019-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/306670-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/306670-
Descrição: dc.descriptionThis study examines the mathematics self-efficacy of 833 high school students from four Brazilian public schools. Using an exploratory cross-sectional design with a mixed-methods approach, students completed online instruments including a sociodemographic questionnaire, scales measuring various self-efficacy domains (mathematics, self-regulated learning, social and emotional) and open-ended questions about their perceived attributes in learning mathematics. Multiple regression analysis revealed that student characteristics and self-efficacy domains collectively explained 47.4% of the variance in mathematics self-efficacy. Qualitative analysis revealed the complex nature of mathematics self-efficacy, emphasising students' perceptions of their strengths and weaknesses in learning. The study underscores the significant influence of student characteristics and self-efficacy domains, highlighting the importance of mixed-methods approaches for deeper insights and guiding future educational interventions.-
Descrição: dc.descriptionFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)-
Descrição: dc.descriptionDepartment of Education Institute of Biosciences / Center for Studies and Research in Social Cognitive Theory and Educational Practices São Paulo State University - UNESP, São Paulo-
Descrição: dc.descriptionFederal University of Alfenas, Minas Gerais-
Descrição: dc.descriptionCenter for Studies and Research in Social Cognitive Theory and Educational Practices - UNESP, São Paulo-
Descrição: dc.descriptionCarlos Chagas Foundation, São Paulo-
Descrição: dc.descriptionDepartment of Education Institute of Biosciences / Center for Studies and Research in Social Cognitive Theory and Educational Practices São Paulo State University - UNESP, São Paulo-
Descrição: dc.descriptionCenter for Studies and Research in Social Cognitive Theory and Educational Practices - UNESP, São Paulo-
Descrição: dc.descriptionFAPESP: 2022/04585-2-
Idioma: dc.languageen-
Relação: dc.relationInternational Journal of Psychology-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjecthigh school students-
Palavras-chave: dc.subjectmathematics self-efficacy-
Palavras-chave: dc.subjectmixed methods-
Palavras-chave: dc.subjectself-regulated learning-
Título: dc.titleMathematics Self-Efficacy of Brazilian High School Students: A Mixed-Methods Approach Study-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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