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An exploration of the impact of prio...

Arthur, Leslie A.

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An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students./
Author:	Arthur, Leslie A.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4866.
Contained By:	Dissertation Abstracts International65-09B.
Subject:	Psychology, Developmental. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147519
ISBN:	0496062093

An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students.
Arthur, Leslie A.

An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students. - 118 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4866.

Thesis (Ph.D.)--Howard University, 2004.

The purpose of this study was to explore the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the math self-efficacy and self-assessment of African-American pre-adolescent students.

ISBN: 0496062093Subjects--Topical Terms:

1017557
Psychology, Developmental.

An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students.
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035 $a (UnM)AAI3147519
035 $a AAI3147519
040 $a UnM $c UnM
100 1 $a Arthur, Leslie A. $3 1931101
245 1 3 $a An exploration of the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the mathematics self-efficacy and self-assessment of African-American pre-adolescent students.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4866.
500 $a Advisers: Jules Harrell; Albert Roberts.
502 $a Thesis (Ph.D.)--Howard University, 2004.
520 $a The purpose of this study was to explore the impact of prior achievement, task complexity, cultural knowledge, and performance feedback on the math self-efficacy and self-assessment of African-American pre-adolescent students.
520 $a The participants were 72 African-American fourth- and fifth-grade students attending an urban, low-income, elementary school. Testing took place over the course of two sessions approximately three weeks apart. In the first session of the study, participants were presented with a math self-efficacy scale pretest followed by a math self-assessment pretest. During the second session of the study, participants were randomly assigned to one of eight experimental conditions. Finally, participants were administered a math self-assessment posttest followed by a math self-efficacy posttest.
520 $a Participants' final math grades for the 1st advisory of the 2003--2004 school year served as their prior math achievement and were treated as a covariate variable. Task complexity (TC) was measured through the use of two conditions. In the Simple condition, participants were presented with 8 division computational problems; in the Complex condition, participants were presented with 8 division word problems. Cultural knowledge (CK) was defined as knowledge of African-American mathematicians and/or scientists and consisted of two conditions. In the Cultural Knowledge Math condition, participants were presented with three short biographies of African-American mathematicians and/or scientists. In the Cultural Knowledge non-Math condition, participants were presented with three biographies of African Americans in other fields of study. Performance feedback (PF) served as a third experimental variable and also consisted of two conditions. Participants received either success or failure feedback regardless of their actual performance on the math task.
520 $a It was hypothesized that the four aforementioned factors would result in significant differences in the math self-efficacy and self-assessment of African-American pre-adolescent students. It was also hypothesized that task complexity, performance feedback, and gender would result in significant differences in students' math self-efficacy and self-assessment.
520 $a Two 3-way MANCOVAs were conducted {(TC x CK x PF) and (TC x PF x Gender)}. Results of both analyses yielded a significant main effect on math self-assessment due to performance feedback. Additionally, in the second analysis (TC x PF x Gender), prior achievement resulted in a significant main effect on math self-efficacy. Several secondary analyses were also conducted. The results of these analyses, as well as implications for future research, are discussed in greater detail within the paper.
590 $a School code: 0088.
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Black Studies. $3 1017673
690 $a 0620
690 $a 0280
690 $a 0525
690 $a 0325
710 2 0 $a Howard University. $3 1017554
773 0 $t Dissertation Abstracts International $g 65-09B.
790 1 0 $a Harrell, Jules, $e advisor
790 1 0 $a Roberts, Albert, $e advisor
790 $a 0088
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147519