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oai:www.ideals.illinois.edu:2142/80150 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Farmer, Helen S. Altman, Janice Hegeman 2015-09-25T19:55:42Z 2015-09-25T19:55:42Z 10000-01-01 1997 1997 Further research is needed to investigate the potentially differential impact of a negative experience (e.g., discouragement, negative role models) compared to positive ones on self-efficacy. Further study of the potential differences in men's and women's cognitive appraisal of their high school math-related experiences is also desirable. Future research efforts should utilize samples of younger students and follow them longitudinally, perhaps incorporating qualitative methods, to more fully understand the complexity of factors which contribute to math self-efficacy. Revisions to the MSES are also suggested. Made available in DSpace on 2015-09-25T19:55:42Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9717247.pdf: 5956074 bytes, checksum: 667f2ea43ade376eccc8cb443327e892 (MD5) Previous issue date: 1997 Embargo set by: Seth Robbins for item 81432 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 128 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997. http://hdl.handle.net/2142/80150 (MiAaPQ)AAI9717247 eng Education, Community College The Relative Contribution of Antecedent Sources to Math Self-Efficacy text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.