Measuring mathematics self-efficacy: Multitrait-multimethod comparison
Previous studies had shown that there is a certain relationship between mathematics self-efficacy and math performance. For students, parents, and front-line scholars, it is urgent and important to study the measurement relationship between math achievement and self-efficacy. The research aimed to o...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-03-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1108536/full |
| _version_ | 1811158923012472832 |
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| author | Wenhua Yu Shuodi Zhou Yu Zhou |
| author_facet | Wenhua Yu Shuodi Zhou Yu Zhou |
| author_sort | Wenhua Yu |
| collection | DOAJ |
| description | Previous studies had shown that there is a certain relationship between mathematics self-efficacy and math performance. For students, parents, and front-line scholars, it is urgent and important to study the measurement relationship between math achievement and self-efficacy. The research aimed to observe how to measure mathematics self-efficacy and find which of the three traits and which of the three methods better reflect individuals’ self-efficacy. The present study used a multitrait-multimethod (MTMM) design to measure mathematics self-efficacy by constructing the confirmatory factor analysis (CFA) model. “Number and Algebra,” “Graphics and Geometry,” and “Synthesis and Practice” were considered three traits, and General-Math-Task-referenced self-efficacy, Unconventional-Math-Problem-referenced self-efficacy, and Motivated Strategies for Learning Questionnaire (MSLQ) self-efficacy were discussed as three methods to study. A questionnaire survey was used to obtain data. A total of 100 students completed all the questionnaires. Excel was used to collect math scores, and SPSS version 26.0 and AMOS version 26.0 were used to manage the data, confirm a hypothesis, and build a model by using MTMM design and CFA. CFA was used to verify convergent validity and discriminant validity. A total of eight models were constructed in the study that includes first-order CFA models and second-order CFA models, and model D was finally selected as the most perfect model in the second-order CFA model. The results showed that the “Synthesis and Practice” fields were the most significant reflection of self-efficacy among the three traits. MSLQ was the most significant reflection of self-efficacy among the three methods. It is beneficial to improve the level of self-efficacy from the aspect of mathematics subject. In addition, the research confirmed that CFA can support MTMM data for data modeling and found that the correlation between the Unconventional-Math-Problem-referenced self-efficacy and MSLQ is higher than that of General-Math-Task-referenced self-efficacy in the second-order model. It makes certain theoretical significance for improving students’ mathematics self-efficacy levels. |
| first_indexed | 2024-04-10T05:32:31Z |
| format | Article |
| id | doaj.art-8f8096950856457183f9ae56824ba007 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-10T05:32:31Z |
| publishDate | 2023-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8f8096950856457183f9ae56824ba0072023-03-07T05:44:03ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-03-011410.3389/fpsyg.2023.11085361108536Measuring mathematics self-efficacy: Multitrait-multimethod comparisonWenhua Yu0Shuodi Zhou1Yu Zhou2School of Mathematics and Statistics, Shandong Normal University, Jinan, ChinaSchool of Mathematics and Statistics, Shandong Normal University, Jinan, ChinaDepartment of Mathematics, London School of Economics and Political Science, London, United KingdomPrevious studies had shown that there is a certain relationship between mathematics self-efficacy and math performance. For students, parents, and front-line scholars, it is urgent and important to study the measurement relationship between math achievement and self-efficacy. The research aimed to observe how to measure mathematics self-efficacy and find which of the three traits and which of the three methods better reflect individuals’ self-efficacy. The present study used a multitrait-multimethod (MTMM) design to measure mathematics self-efficacy by constructing the confirmatory factor analysis (CFA) model. “Number and Algebra,” “Graphics and Geometry,” and “Synthesis and Practice” were considered three traits, and General-Math-Task-referenced self-efficacy, Unconventional-Math-Problem-referenced self-efficacy, and Motivated Strategies for Learning Questionnaire (MSLQ) self-efficacy were discussed as three methods to study. A questionnaire survey was used to obtain data. A total of 100 students completed all the questionnaires. Excel was used to collect math scores, and SPSS version 26.0 and AMOS version 26.0 were used to manage the data, confirm a hypothesis, and build a model by using MTMM design and CFA. CFA was used to verify convergent validity and discriminant validity. A total of eight models were constructed in the study that includes first-order CFA models and second-order CFA models, and model D was finally selected as the most perfect model in the second-order CFA model. The results showed that the “Synthesis and Practice” fields were the most significant reflection of self-efficacy among the three traits. MSLQ was the most significant reflection of self-efficacy among the three methods. It is beneficial to improve the level of self-efficacy from the aspect of mathematics subject. In addition, the research confirmed that CFA can support MTMM data for data modeling and found that the correlation between the Unconventional-Math-Problem-referenced self-efficacy and MSLQ is higher than that of General-Math-Task-referenced self-efficacy in the second-order model. It makes certain theoretical significance for improving students’ mathematics self-efficacy levels.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1108536/fullself-efficacymathematics self-efficacymultitrait-multimethod designconfirmatory factor analysisacademic performance in mathematics |
| spellingShingle | Wenhua Yu Shuodi Zhou Yu Zhou Measuring mathematics self-efficacy: Multitrait-multimethod comparison Frontiers in Psychology self-efficacy mathematics self-efficacy multitrait-multimethod design confirmatory factor analysis academic performance in mathematics |
| title | Measuring mathematics self-efficacy: Multitrait-multimethod comparison |
| title_full | Measuring mathematics self-efficacy: Multitrait-multimethod comparison |
| title_fullStr | Measuring mathematics self-efficacy: Multitrait-multimethod comparison |
| title_full_unstemmed | Measuring mathematics self-efficacy: Multitrait-multimethod comparison |
| title_short | Measuring mathematics self-efficacy: Multitrait-multimethod comparison |
| title_sort | measuring mathematics self efficacy multitrait multimethod comparison |
| topic | self-efficacy mathematics self-efficacy multitrait-multimethod design confirmatory factor analysis academic performance in mathematics |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1108536/full |
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