Main Article Content
Mathematics self- efficacy is generally defined as individuals' beliefs or perceptions regarding their mathematical abilities. The aim of this quantitative study was to conduct a validity analysis of a self- efficacy instrument toward mathematics reasoning among 184 undergraduate public university students. Students clearly distinguished between their self-efficacy in doing and understanding mathematics reasoning and their self-efficacy in accomplishing assignments in their university mathematics lesson. In these quantitative studies, self-efficacy which demonstrated convergent and discriminant validity was performed, which corresponded to the Bandura theory and included three dimensions: course self-efficacy, exam self-efficacy, and future self-efficacy. The research design utilized casual correlation technique to investigate the effect of self-efficacy on mathematics reasoning. The reliability analysis of Cronbach Alpha internal consistency reliability revealed that self-efficacy instrument that was constructed was extremely reliable and can be utilized by researchers to measure university students' self-efficacy toward mathematical reasoning.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Bandura, A. (1993). Percieved Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117–148. https://www.itma.vt.edu/courses/tel/resources/bandura(1993)_self-efficacy.pdf
Blondeau, L. A., & Awad, G. H. (2018). The Relation of the Impostor Phenomenon to Future Intentions of Mathematics-Related School and Work. Journal of Career Development, 45(3), 253–267. https://doi.org/10.1177/0894845316680769
Browne, M. W., & Cudeck, R. (1992). Alternative Ways of Assessing Model Fit. Sociological Methods & Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005
Calvin, T. L., & Duane, W. D. (2002). Mathematical Reasoning for Elementary Teachers, Third Edition (3rd editio). Addison Wesley.
Çelik, E., & Koçak, L. (2018). Suppression Effect of Sensation Seeking on the Relationship between General Self-Efficacy and Life Satisfaction among Emerging Adults. International Journal of Instruction, 11(4), 337–352.
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. In K. M. Louis Cohen, Lawrence Manion (Ed.), Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Gürefe, N., & Bakalım, O. (2018). Mathematics Anxiety, Perceived Mathematics Self-efficacy and Learned Helplessness in Mathematics in Faculty of Education Students. International Online Journal of Educational Sciences, 10(3). https://doi.org/10.15345/iojes.2018.03.010
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate Data Analysis. In International Statistical Review / Revue Internationale de Statistique (8th Editio, Vol. 40, Issue 3). Cengage Learning.
Halim, A., Ulfa, S., & Hadiyanti, E. (2021). Metacognitive Learning Approach in Affecting Students ’ Self-Regulated Learning i n Writing Course. Al- Ishlah: Jurnal Pendidikan, 13(2), 1175–1184.
Hunter, J. (2017). Developing interactive mathematical talk: investigating student perceptions and accounts of mathematical reasoning in a changing classroom context. Cambridge Journal of Education, 47(4), 475–492. https://doi.org/10.1080/0305764X.2016.1195789
Hwang, J., Runnalls, C., Bhansali, S., Navaandamba, K., & Choi, K. M. (2017). “Can I do well in mathematics reasoning?” Comparing US and Finnish students’ attitude and reasoning via TIMSS 2011. Educational Research and Evaluation, 23(7–8), 328–348. https://doi.org/10.1080/13803611.2018.1500293
Kollosche, D. (2021). Styles of reasoning for mathematics education. Educational Studies in Mathematics, 107(3), 471–486. https://doi.org/10.1007/s10649-021-10046-z
Mahasneh, A. M., & Alwan, A. F. (2018). The Effect of Project-Based Learning on Student Teacher Self-efficacy and Achievement. International Journal of Instruction, 11(3), 511–524. https://doi.org/10.12973/iji.2018.11335a
Maiti, S. (2017). Impact of Reasoning Ability on Mathematics Achievement. IV(Vi), 111–113.
Markus, K. A. (2012). Principles and Practice of Structural Equation Modeling by Rex B. Kline. Structural Equation Modeling: A Multidisciplinary Journal, 19(3), 509–512. https://doi.org/10.1080/10705511.2012.687667
May, D. K. (2009). Mathematics Self-Efficacy And Anxiety Questionnaire. University of Georgia.
Reyes, J. D. (2019). Mathematics Anxiety and Self-Efficacy: A Phenomenological Dimension. Journal of Humanities and Education Development, 1(1), 2581–8651. https://theshillonga.com/index.php/jhed
Rosna, A.-H., & Azlina, M. S. (2008). A Confirmatory Factor Analysis of a Newly Integrated Multidimensional School Engagement Scale. Malaysian Journal of Learning and Instruction, 5, 21–40. https://doi.org/10.32890/mjli.5.2008.7595
Sides, J. D., & Cuevas, J. A. (2020). Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics. International Journal of Instruction, 13(4), 1–16. https://doi.org/10.29333/iji.2020.1341a
Singh, P., Hoon, T. S., Akmal, N., Nasir, M., Hoon, S., Han, T., Rasid, M., Bzh, J., Nasir, N. A. M., Han, C. T., Rasid, N. S. M., & Bzh, J. (2020). An analysis of students’ mathematical reasoning and mental computation proficiencies. Universal Journal of Educational Research, 8(11), 5628–5636. https://doi.org/10.13189/ujer.2020.081167
Sukirwan, Darhim, D., & Herman, T. (2018). Analysis of students’ mathematical reasoning. Journal of Physics: Conference Series, 948(1). https://doi.org/10.1088/1742-6596/948/1/012036
Tabachnick, & Fidell. (2007). Using Multivariate Statistics. In Pearson Education. Pearson Education, Inc. https://doi.org/10.1007/978-1-4757-2514-8_3
Tak, C. C., Zulnaidi, H., & Leong, K. E. (2021). Analysis Validity and Reliability of Self-Efficacy and Metacognitive Awareness Instrument Toward Mathematical Reasoning. Turkish Journal of Computer and Mathematics Education, 12(9), 3332–3344. https://www.turcomat.org/index.php/turkbilmat/article/view/5739/4789
Yin, H., Shi, L., Winnie, T., & Lu, G. (2020). Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs. Studies in Educational Evaluation, 66, 100905. https://doi.org/10.1016/j.stueduc.2020.100905