Matematické sebehodnocení žáků a žákyň ve 4. a 8. ročníku ZŠ

Irena Smetáčková

doi:10.14712/18047106.272

Vol. 7 No. 1 (2016): sciED Research Reports

Mathematical Self-Evaluation of Grade 4 and 8 Pupils

Irena Smetáčková, ¹

Katedra psychologie, Pedagogická fakulta Univerzity Karlovy v Praze

DOI: https://doi.org/10.14712/18047106.272

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Smetáčková, I. (2016). Mathematical Self-Evaluation of Grade 4 and 8 Pupils. Scientia in Educatione, 7(1), 16-28. https://doi.org/10.14712/18047106.272

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Abstract

The accuracy of self-evaluation is part of meta-cognition. It supports the efficiency of learning process. The article presents the study on an accuracy estimation in mathematics achievements for 4th and 8th grade pupils. The influence of age, gender, test score, mark from mathematics and mathematics self-efficacy is considered. The study found a slight tendency to overvalue mathematics achievement both in younger and older group. In adolescence the gender difference exists with a tendency to overvalue by boys and undervalue by girls.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. Search in Google Scholar
Bandura, A. & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. Search in Google Scholar
Berk, J. (2003). Learning measurement: It’s not how much you train, but how well. The Elearning Develper’s Journal, 1–8. Search in Google Scholar
Bransford, J. D., Brown, A. L. & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school, Washington, DC, USA: National Academies Press. Search in Google Scholar
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. 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
Inzlicht, M. & Schmader, T. (2012). Stereotype threat: Theory, process, and application. New York, NY: Oxford University Press. Search in Google Scholar
Krykorková, H. & Chvál, M. (2001). Rozvoj metakognice – cesta k hodnotnějšímu poznání. Pedagogika, 51(2), 185–196. Search in Google Scholar
Lachance, J. A. & Mazzocco, M. M. (2006). A longitudinal analysis of sex differences in math and spatial skills in primary school age children. Learning and Individual Differences, 16(3), 195–216. Search in Google Scholar
Lai, E. R. (2011). Metacognition: A literature review. Pearson research report. Available at http://www.pearsonassessments.com/hai/images/tmrs/ Search in Google Scholar
Metacognition Literature Review Final.pdf. Search in Google Scholar
Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21(4), 325–344. Search in Google Scholar
Pajares, F. (2005). Gender differences in mathematics self-efficacy beliefs. In Search in Google Scholar
A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics: an integrative psychological approach (294–315). West Nyack, NY: Cambridge University Press. 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
Pajares, F. & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20(4), 426–443. Search in Google Scholar
Pajares, F. & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193–203. Search in Google Scholar
Pavelková, I. (2002). Motivace žáků k učení: perspektivy orientace žáků a časový faktor v žákovské motivaci. Praha: Univerzita Karlova, Pedagogická fakulta. Search in Google Scholar
Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. Search in Google Scholar
Taylor, S. E., Neter, E. & Wayment, H. A. (1995). Self-evaluation processes. Personality and Social Psychology Bulletin, 21(12), 1 278–1 287. Search in Google Scholar
Tomášek, V. a kol. (2009). Výzkum TIMSS 2007: Úlohy z matematiky a přírodovědy pro 4. ročník. Praha: Ústav pro informace ve vzdělávání. 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
Veenman, M. V., Van Hout-Wolters, B. H. & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. Search in Google Scholar
Wang, M. C., Haertel, G. D. & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294. Search in Google Scholar
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. Search in Google Scholar
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. Search in Google Scholar

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[1] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. Search in Google Scholar

[2] Bandura, A. & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. Search in Google Scholar

[3] Berk, J. (2003). Learning measurement: It’s not how much you train, but how well. The Elearning Develper’s Journal, 1–8. Search in Google Scholar

[4] Bransford, J. D., Brown, A. L. & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school, Washington, DC, USA: National Academies Press. Search in Google Scholar

[5] Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Search in Google Scholar

[6] 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

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

[8] Krykorková, H. & Chvál, M. (2001). Rozvoj metakognice – cesta k hodnotnějšímu poznání. Pedagogika, 51(2), 185–196. Search in Google Scholar

[9] Lachance, J. A. & Mazzocco, M. M. (2006). A longitudinal analysis of sex differences in math and spatial skills in primary school age children. Learning and Individual Differences, 16(3), 195–216. Search in Google Scholar

[10] Lai, E. R. (2011). Metacognition: A literature review. Pearson research report. Available at http://www.pearsonassessments.com/hai/images/tmrs/ Search in Google Scholar

[11] Metacognition Literature Review Final.pdf. Search in Google Scholar

[12] Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21(4), 325–344. Search in Google Scholar

[13] Pajares, F. (2005). Gender differences in mathematics self-efficacy beliefs. In Search in Google Scholar

[14] A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics: an integrative psychological approach (294–315). West Nyack, NY: Cambridge University Press. Search in Google Scholar

[15] 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

[16] Pajares, F. & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20(4), 426–443. Search in Google Scholar

[17] Pajares, F. & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193–203. Search in Google Scholar

[18] Pavelková, I. (2002). Motivace žáků k učení: perspektivy orientace žáků a časový faktor v žákovské motivaci. Praha: Univerzita Karlova, Pedagogická fakulta. Search in Google Scholar

[19] Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. Search in Google Scholar

[20] Taylor, S. E., Neter, E. & Wayment, H. A. (1995). Self-evaluation processes. Personality and Social Psychology Bulletin, 21(12), 1 278–1 287. Search in Google Scholar

[21] Tomášek, V. a kol. (2009). Výzkum TIMSS 2007: Úlohy z matematiky a přírodovědy pro 4. ročník. Praha: Ústav pro informace ve vzdělávání. Search in Google Scholar

[22] 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

[23] Veenman, M. V., Van Hout-Wolters, B. H. & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. Search in Google Scholar

[24] Wang, M. C., Haertel, G. D. & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294. Search in Google Scholar

[25] Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. Search in Google Scholar

[26] Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. Search in Google Scholar

Scientia in educatione

Mathematical Self-Evaluation of Grade 4 and 8 Pupils

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