Obliba školní matematiky a její souvislost s externím hodnocením a sebehodnocením

Irena Smetáčková

doi:10.14712/18047106.1049

Vol. 9 No. 2 (2018): sciED Research Reports

Preference of School Mathematics and its Link to External Evaluation and Self-evalutaion

Irena Smetáčková, ¹

Katedra psychologie, Pedagogická fakulta Univerzity Karlovy v Praze

DOI: https://doi.org/10.14712/18047106.1049

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Smetáčková, I. (2018). Preference of School Mathematics and its Link to External Evaluation and Self-evalutaion. Scientia in Educatione, 9(2), 44-56. https://doi.org/10.14712/18047106.1049

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Abstract

The popularity of math as a school subject is a crucial factor fostering educational motivation and student performance in the subject. This paper seeks to answer the question as to whether the popularity of math is related to either external evaluation (final math exam assessment and the student’s achievement in a didactic test) or internal self-evaluation (the student’s confidence in his or her math competence and mathematical self-efficacy). The study examined a total of 1 383 students, spanning 4th through 9th grades of grammar school, who answered the questionnaire and took the mathematical test. The analysis showed that math popularity was decreasing across age groups — older students preferred math significantly less than younger students; and also with regard to gender, as female students preferred math significantly less than male students. Moreover, it showed that the low math popularity was statistically connected to a worse grade, worse test results, the student’s weaker confidence in his or her math competence, and also weaker math selfefficacy. The external evaluation (test results and the final assessment on the student’s report card) had a significantly lower predictor function than internal self-evaluation.

References

Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior. Vol. 4. San Diego, CA: Academic Press. Search in Google Scholar
Federičová, M. & Münich, D. (2015). Srovnání žákovské obliby školy a matematiky pohledem mezinárodních šetření. Pedagogická orientace, 25(4), 557–582. Search in Google Scholar
Hoffman, B. (2010). “I think I can, but I’m afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20(3), 276–283. Search in Google Scholar
Hrabal, V. & Pavelková, I. (2010). Jaký jsem učitel. Praha: Portál. Search in Google Scholar
Chvál, M. (2013). Změna postojů českých žáků k matematice během školní docházky. Orbis scholae, 7(3), 49–71. Search in Google Scholar
Inzlicht, M. & Schmader, T. (2012). Stereotype threat: Theory, process, and application. Oxford: University Press. Search in Google Scholar
Mullis, I.V. S., Martin, M.O., Foy, P. & Arora,A. (2012). TIMSS 2011 International results in mathematics. Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College. Search in Google Scholar
Pavelková, I. & Hrabal, V. (2012). Mathematics in perception of pupils and teachers. Orbis scholae, 6(2), 119–132. Dostupné Search in Google Scholar
z http://www.orbisscholae.cz/archiv/2012/2012 2 08.pdf Search in Google Scholar
Pajares, F. & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124–139. Search in Google Scholar
Pöschl, R. (2011). Postoje žáků ke škole. Dotazník pro žáky. Praha: NÚOV. Dostupné z http://www.nuv.cz/file/71/ Search in Google Scholar
Ramdass, D. & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of advanced academics, 20(1), 18–41. Search in Google Scholar
Rubešová, J. (2009). Souvisí úspěšnost studia na vysoké škole se středoškolským prospěchem? Pedagogická orientace, 19(3), 89–103. Search in Google Scholar
Smetáčková, I. & Vozková, A. (2016). Matemetická self-efficacy a její měření v průběhu základní školy. E-psychologie, 10(1), 18–33. Search in Google Scholar
Usher, E. L. & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary educational psychology, 34(1), 89–101. Search in Google Scholar

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[1] Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior. Vol. 4. San Diego, CA: Academic Press. Search in Google Scholar

[2] Federičová, M. & Münich, D. (2015). Srovnání žákovské obliby školy a matematiky pohledem mezinárodních šetření. Pedagogická orientace, 25(4), 557–582. Search in Google Scholar

[3] Hoffman, B. (2010). “I think I can, but I’m afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20(3), 276–283. Search in Google Scholar

[4] Hrabal, V. & Pavelková, I. (2010). Jaký jsem učitel. Praha: Portál. Search in Google Scholar

[5] Chvál, M. (2013). Změna postojů českých žáků k matematice během školní docházky. Orbis scholae, 7(3), 49–71. Search in Google Scholar

[6] Inzlicht, M. & Schmader, T. (2012). Stereotype threat: Theory, process, and application. Oxford: University Press. Search in Google Scholar

[7] Mullis, I.V. S., Martin, M.O., Foy, P. & Arora,A. (2012). TIMSS 2011 International results in mathematics. Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College. Search in Google Scholar

[8] Pavelková, I. & Hrabal, V. (2012). Mathematics in perception of pupils and teachers. Orbis scholae, 6(2), 119–132. Dostupné Search in Google Scholar

[9] z http://www.orbisscholae.cz/archiv/2012/2012 2 08.pdf Search in Google Scholar

[10] Pajares, F. & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124–139. Search in Google Scholar

[11] Pöschl, R. (2011). Postoje žáků ke škole. Dotazník pro žáky. Praha: NÚOV. Dostupné z http://www.nuv.cz/file/71/ Search in Google Scholar

[12] Ramdass, D. & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of advanced academics, 20(1), 18–41. Search in Google Scholar

[13] Rubešová, J. (2009). Souvisí úspěšnost studia na vysoké škole se středoškolským prospěchem? Pedagogická orientace, 19(3), 89–103. Search in Google Scholar

[14] Smetáčková, I. & Vozková, A. (2016). Matemetická self-efficacy a její měření v průběhu základní školy. E-psychologie, 10(1), 18–33. Search in Google Scholar

[15] Usher, E. L. & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary educational psychology, 34(1), 89–101. Search in Google Scholar

Scientia in educatione

Preference of School Mathematics and its Link to External Evaluation and Self-evalutaion

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