the effect of contrived success in calculation tasks on the self-efficacy of junior high school...
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The effect of contrived The effect of contrived success in calculation tasks success in calculation tasks
on the self-efficacy on the self-efficacy of junior high school of junior high school
studentsstudents
Akitoshi UchidaAkitoshi Uchida Togakushi Junior High School, Nagano, JapanTogakushi Junior High School, Nagano, Japan
KazuoKazuo MoriMoriTokyo University of Agriculture and Technology Tokyo University of Agriculture and Technology
Self-efficacySelf-efficacy
http://www.des.emory.edu/mfp/believe2.html
Anagram tasks Anagram tasks were presented in were presented in
two difficulty two difficulty levels.levels.
LCD projector
STIPUD(easy task)
PSITDU(difficult task)
Methods (Mori & Uchida, 2009)
Participants (Mori & Uchida, Participants (Mori & Uchida, 2009)2009)
Four target students in Four target students in each class were each class were selected from the 50-26 selected from the 50-26 %ile achievement range %ile achievement range and assigned to Easy-and assigned to Easy-task condition. task condition. Easy-task condition students (n = 24)
Difficult-task condition students
(n = 157)
High achievers
Low achievers
Anagram
Tasks
Difficult Task Performers
Easy Task Performers
Results (Mori & Uchida, 2009)
The self-efficacy rose after the success in Anagram Task, and it lasted two years.
A research questionA research questionWould it show a stronger effect if
the success experience was in school subject rather than in
anagram tasks?
In the present study, we chose calculation tasks in place of the
anagram tasks. Calculation tasks are regarded as one of the basic mathematics skills in junior high
school.
Methods: Methods: An example calculation An example calculation
tasktaskLCD projector -8 8 □ 3 4
(easy task)
-8 6 □ 3 6(difficult task)
““What number in the What number in the blank will make 10 in blank will make 10 in
total?”total?”Each calculation task Each calculation task has the same answer has the same answer
with two difficulty levels.with two difficulty levels.
ParticipantsParticipants Eighteen and 15 students Eighteen and 15 students
from the 50-26%ile range from the 50-26%ile range were randomly assigned were randomly assigned to the Easy- and Difficult-to the Easy- and Difficult-task conditions, task conditions, respectively.respectively.
High achievers
Low achievers
Easy-task condition students (n = 18)
Difficult-task condition students
(n = 15)
Results ~ Task Results ~ Task scores ~scores ~The Easy-task performers outscored the Difficult-task performers in the same way as the previous study irrespective of the task types. Task scores of the present study (Left) and those of Mori & Uchida (2009; Right)
Results Results ~ Self-efficacy ratings ~ Self-efficacy ratings
~~
Calculation Tasks
Easy Task Performers
Difficult Task Performers
The self-efficacy rose after the success in Calculation Task, but it did not last long.
ConclusionsConclusionsA contrived success in calculation tasks promoted students’ self-efficacy, but the effect was smaller and lasted shorter than a success in anagram tasks. An artificial success in the tasks closely related to school subjects would be easily adjusted and canceled out during the daily school activities.
ReferencesReferences Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change, change, Psychological ReviewPsychological Review, 84, 191–215., 84, 191–215. Mori, K. (2003). Projecting two words with one machine: Presenting two Mori, K. (2003). Projecting two words with one machine: Presenting two
different visual stimuli using just one projector without viewers’ noticing different visual stimuli using just one projector without viewers’ noticing the duality, the duality, Behavior Research MethodsBehavior Research Methods, 39, 811–815., 39, 811–815.
Mori, K. & Uchida, A. (2009). Can contrived success affect self-efficacy Mori, K. & Uchida, A. (2009). Can contrived success affect self-efficacy among junior high school students? among junior high school students? Research in Education, Research in Education, 82, 60-68.82, 60-68.
AcknowledgmentsThe authors are indebted to Ai Shimizu who conducted this experiment under the supervision of the second
author while working at Shinshu University in Nagano, Japan. We express our thanks to the students of
Shinonoi Nishi Junior High School who participated in the experiment, and the principal and teachers who kindly supported this study. We are also indebted to
Rebecca Ann Marck for her help in editing the English manuscript. We appreciate their thoughtful comments
from Steve Janssen of Flinders University and Emmanuel Manalo of Waseda University on an earlier
draft of this paper.
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