Informative sources of math‐related self‐efficacy expectations and their relationship with math‐related self‐efficacy, interest, and preference
2005; Wiley; Volume: 40; Issue: 3 Linguagem: Inglês
10.1080/00207590444000249
ISSN1464-066X
Autores Tópico(s)Education, Achievement, and Giftedness
ResumoInternational Journal of PsychologyVolume 40, Issue 3 p. 145-156 Other Informative sources of math-related self-efficacy expectations and their relationship with math-related self-efficacy, interest, and preference Ragıp Özyürek, Corresponding Author Ragıp Özyürek Çukurova University, Adana, TurkeyCorrespondence should be addressed to Ragıp Özyürek Çukurova Üniversitesi, Eğitim Fakültesi Balcalı/Adana 01330, Turkey E-mail: [email protected]Search for more papers by this author Ragıp Özyürek, Corresponding Author Ragıp Özyürek Çukurova University, Adana, TurkeyCorrespondence should be addressed to Ragıp Özyürek Çukurova Üniversitesi, Eğitim Fakültesi Balcalı/Adana 01330, Turkey E-mail: [email protected]Search for more papers by this author First published: 04 January 2007 https://doi.org/10.1080/00207590444000249Citations: 16 The researcher is an assistant professor in the Department of Counselor Education at Çukurova University. I am grateful to Adnan Gümüş, Robert W. Lent, and two anonymous reviewers for their thoughtful comments on an earlier draft of this article. This study was supported by a grant from the Çukurova University Foundation. This paper was presented at the tenth annual Congress of the Turkish Psychological Counseling and Guidance Association organized by Middle East Technical University in Ankara, Turkey, in September 2001. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstracten In this study, by using the hypotheses of social-cognitive career theory (SCCT), the relationship between informative sources of math-related self-efficacy expectations and self-efficacy, interest, and math-weighted major preferences were investigated. The participants in this study were students (N = 590) from high schools in Southern Turkey. Participants completed measures of sources of math-related self-efficacy, self-efficacy, interest, and choice consideration related to math-weighted majors. While running analyses, sampling was split in half at random and psychometric analyses of the scales were run with the first half (n = 298); the second half (n = 292) was used to test the hypotheses. By doing this, the testing of hypotheses would not be affected by just one specific sampling characteristic. A structural equation model was tested and findings indicated general support for hypotheses that these sources predict self-efficacy beliefs and these beliefs also predict interest. However, contrary to SCCT's predictions, math-weighted major preferences are not predicted by math-related self-efficacy expectations and interest. In the Discussion, first, the reasons why the measurement of vicarious learning or modelling did not significantly predict self-efficacy expectations focus on the relationships between personal accomplishments and persuasion and reported physiological arousal and personal accomplishments. Some information is given as to how counsellors and math teachers can work collaboratively to raise perceptions about informative sources. Second, explanations are given about why self-efficacy and interest did not predict math-weighted preferences. It is mentioned that this could be the reason for the constrained and complex system of the university entrance exams and placement in Turkey. The importance of investigating environmental variables on SCCT in developing countries was emphasized. Suggestions are also given for further research. It is concluded that this theory should be tested in developing countries like Turkey. Abstractfr Dans cette étude, les hypothèses de la théorie professionnelle socio-cognitive (SCCT) furent utilisées pour examiner la relation entre les sources informatives des attentes d'efficacité personnelle reliée aux mathématiques et l'efficacité personnelle, l'intérêt et les préférences pour les orientations professionnelles à dominance mathématique. Les participants étaient des étudiants (N = 590) issus d'écoles secondaires du Sud de la Turquie. Ils ont complété des mesures sur les sources d'efficacité personnelle reliée aux mathématiques, sur l'efficacité personnelle, sur l'intérêt et sur les considérations de choix reliés aux orientations professionnelles à dominance mathématique. Lors de l'exécution des analyses, l'échantillon fut divisé aléatoirement en deux groupes. Des analyses psychométriques furent effectuées sur les échelles avec le premier groupe (n = 298); le second groupe (n = 292) fut utilisé pour tester les hypothèses. Cette procédure permettait de ne pas affecter les tests d'hypothèses par les caractéristiques d'un échantillonnage unique. Un modèle d'équations structurelles fut testé. De façon générale, les résultats appuient les hypothèses selon lesquelles les sources prédisent les croyances d'efficacité personnelle et, à leur tour, les croyances prédisent l'intérêt. Cependant, contrairement aux prédictions de la SCCT, les préférences pour les orientations professionnelles à dominance mathématique ne sont pas prédites par les attentes d'efficacité personnelle reliée aux mathématiques, ni par l'intérêt. La discussion se centre d'abord sur la raison expliquant pourquoi la mesure de l'apprentissage vicariant ou du modelage n'a pas permis de prédire de manière significativement les attentes d'efficacité personnelle, tout comme les relations entre, d'une part, les réalisations personnelles et la persuasion et, d'autre part, l'activation physiologique et les réalisations personnelles. Certaines informations sont présentées quant à la façon dont les conseillers et les professeurs de mathématiques peuvent travailler en collaboration pour améliorer les perceptions entretenues face aux sources informatives. En second lieu, des explications sont proposées relativement à l'inefficacité à prédire les préférences pour les orientations à dominance mathématique à partir de l'efficacité personnelle et de l'intérêt. Il est possible que ceci constitue une raison pour le système contraignant et complexe des examens d'entrée à l'université et du placement en Turquie. L'importance d'examiner les variables environnementales sur la SCCT dans les pays en développement fut mise de l'avant. Des suggestions sont également exposées pour les recherches futures. En conclusion, il est proposé que cette théorie soit testée dans les pays en développement, comme en Turquie. Abstractes En este estudio se investigó, por medio de las hipótesis de la teoría vocacional socio-cognitiva (SCCT), la relación entre las fuentes informativas de las expectativas de autoeficacia relativa a las matemáticas y la autoeficacia, el interés y las preferencias por eleccciones vocacionales orientadas a las matemáticas. Los participantes en este estudio fueron estudiantes (N = 590) de nivel secundaria en el sur de Turquía. Los participantes cumplimentaron medidas de las fuentes informativas de autoeficacia relativa a las matemáticas, autoeficacia, interés y consideración de eleccción vocacional orientada a las matemáticas. La muestra se dividió al azar en dos mitades y se realizaron análisis psicométricos de las escalas empleadas con una mitad (n = 298); se utilizó la segunda mitad (n = 292) para someter a prueba las hipótesis. De esa manera, las características específicas de la muestra no efectarían las hipótesis sometidas a prueba. Se sometió a prueba un modelo de ecuación esructural y los hallazgos apoyan en general las hipótesis de que las fuentes propuestas predicen las creencias de autoeficacia y que esas creencias predicen el interés. Sin embargo, contrario a las predicciones de la SCCT, las expectativas de autoeficacia relativa a las matemáticas y el interés no predicen las preferencias vocacionales hacia las matemáticas. La discusión se centró en la razón por la cual la medida de aprendizaje vicario o de modelamiento no predijo de manera significativa las expectativas de autoeficacia, también las relaciones entre logros personales y persuación, por un lado, y activación fisiológica y logros personales, por el otro. Se presenta alguna información acerca de la forma en la que los consejeros y los profesores de matemáticas pueden colaborar para promover las fuentes informativas. Segundo, se intenta explicar por qué la autoeficacia y el interés no predicen las preferencias hacia las matemáticas. Se menciona que ésta podría ser la razón detrás del sistema de exámenes de admisión y ubicación de alumnos en las universidades turcas. 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