Impact on mathematics self-beliefs from a mastery-based mathematics software |
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| Authors: | Teomara Rutherford Allison S Liu Arena S Lam Katerina Schenke |
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| Institution: | 1. University of Delaware, School of Education;2. teomara@udel.edu;4. North Carolina State University, Teacher Education and Learning Sciences;5. WestEd;6. The National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles |
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| Abstract: | AbstractSelf-beliefs are important determinants of student choice and success (Wigfield & Eccles, 2000 Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi:10.1006/ceps.1999.1015Crossref], PubMed], Web of Science ®] , Google Scholar]) and are informed by student educational experiences, such as prior success with a task (Bandura, 1986 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Google Scholar]). The potential for Computer-Based Interventions as self-belief-supporting learning environments is examined in this study, focusing on the mathematics software, Spatial Temporal (ST) Math. ST Math includes elements theorized to support student self-beliefs, including informative feedback and a self-pacing structure. Using a randomized control trial, we find that students who play ST Math have higher mathematics self-beliefs than their control counterparts, and that ST Math operates through self-beliefs to positively influence achievement. ST Math’s impact on student self-beliefs is strongest for those students who had lower mathematics achievement scores. |
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| Keywords: | educational technology computer-based interventions mathematics motivation self-beliefs |
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