6533b851fe1ef96bd12a8a7a
RESEARCH PRODUCT
Comparing male and female students’ self-efficacy and self-regulation skills in two undergraduate mathematics course contexts
Juulia Lahdenperäsubject
self-regulationself-efficacy beliefs[SHS.EDU]Humanities and Social Sciences/Educationeducation[SHS.EDU] Humanities and Social Sciences/Educationregulationinstructional designself[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO]teachers' and students' practices at university level[MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO]ComputingMilieux_COMPUTERSANDEDUCATION516 Educational sciencesefficacy beliefsnovel approaches to teachingdescription
International audience; Students' efficacy beliefs have a positive influence on students' academic achievement and retention, especially for female students. These beliefs are closely linked to students' ability to regulate their learning. In this quantitative study, students' self-efficacy and self-regulation of learning are compared in two university mathematics courses that differ in content but also in their pedagogical setting: one is a more traditional lecture-based course, and the other course is taught with the Extreme Apprenticeship (XA) method. The analysis is based on the same cohort of students in the two contexts (N=91). The results suggest that students have higher self-efficacy levels in the course using the XA method. Also, the XA course seems to diminish some gender differences present in the more traditional course setting.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-04-05 |