...The Relationship Between Running head: PERSONALITY AND MATH ATTITUDES 1 The Relationship between Myers-Briggs Personality Dimensions and Attitudes toward Mathematics PSYC 215 Tuesday June 20, 2006 The Relationship Between Abstract The purpose of the present study was to investigate the relationships between five mathematics attitudes based on the Fennema-Sherman Mathematics Attitudes Scales (1976), with the four Myers-Briggs personality variables. It was hypothesized that significant negative correlations would result between the thinking/feeling personality scale and the attitudes of mathematics confidence, math-related anxiety and perceived usefulness of mathematics. The participants 2 in this study were 48 Trent University students enrolled in PSYC 215, all of whom completed the Jung Typology Test and the Fennema-Sherman Mathematics Attitudes Scales-Revised. The results indicated that a significant negative relationship exists between the thinking/feeling personality scale and the math confidence attitude. The other four attitudes did not demonstrate statistically significant correlations with any of the personality variables. Future research involving a more specific exploration of attitudes and personality factors would prove beneficial. In addition gender comparisons for personality and mathematics attitudes may be useful as well. The Relationship Between The Relationship between Myers-Briggs Personality Dimensions and Attitudes toward Mathematics...
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... although 24 teachers is sizable to many of the other studies, it is not comparable in an absolute sense, it is still a small representation of the whole. All of the teachers were also volunteer which does not give a good sample of general education classroom with LD students as well. This study was able to show how same age peer tutoring can have a successful impact on reading achievement, specifically on students with learning...
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...foreign and local literature and studies which are relevant to the present undertaking. Literature and studies cited enables the researcher to have a better understanding and a wider perspective of this investigation. Adversity Quotient (AQ) and its nature Resilience refers to the ability to cope or to give a successful response to high risk or adversity as measured by the four CO2RE scales of the adversity quotient. It is an outcome of both individual characteristics and environmental causes. Resilience is viewed by the individual from the inside as he or she responds to the outside or external influences and events, viz. Adversity. Richard Davidson, director of the Laboratory for Effective Neuroscience at the University of Wisconsin, conducted a landmark series of brain imaging studies that tested two groups of people: one identified as highly resilient to life’s ups and downs, the other easily upset by them. Davidson tracked their brain function as they performed stressful tasks, such as writing about the most upsetting experience in their lives or performing difficult math problems under time pressure (Goleman, 1997). Resilient people have a remarkably rapid recovery from stress. A study of store managers at a large American retail chain store found that the managers who were most tense, beleaguered, or overwhelmed by job pressures ran stores with the worst performance, as measured four ways: by net profits, sales per square foot, sales per employee,...
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...This article was downloaded by: [La Trobe University] On: 16 January 2013, At: 18:29 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Computers in the Schools Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/wcis20 Instruments for Assessing the Impact of Technology in Education Rhonda Christensen & Gerald Knezek a a b Institute for the Integration of Technology into Teaching and Learning (IITTL), University of North Texas, P.O. Box 311337, Denton, TX, 76203, USA b University of North Texas, P.O. Box 311337, Denton, TX, 76203, USA Version of record first published: 11 Oct 2008. To cite this article: Rhonda Christensen & Gerald Knezek (2001): Instruments for Assessing the Impact of Technology in Education, Computers in the Schools, 18:2-3, 5-25 To link to this article: http://dx.doi.org/10.1300/J025v18n02_02 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/termsand-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will...
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...paper is to discuss and analyze images, anxieties, and attitudes towards mathematics in order to foster meaningful teaching and learning of mathematics. Images of mathematics seem to be profoundly shaped by epistemological, philosophical, and pedagogical perspectives of one who views mathematics either as priori or a posteriori, absolute or relative, and concrete or nominal. These images, as perceived by an individual can play a significant role in the development of attitudes towards mathematics in the long run. Images of mathematics can have possible negative and positive impacts on teaching and learning of mathematics with the subsequent development of attitudes toward mathematics as positive or negative and also associated mathematics anxiety. A theoretical model with different combinations of images, anxieties, and attitudes toward mathematics can be a helpful tool to develop an understanding of the different relationships among them. Some pedagogical implications can be drawn from these relationships. Key Words: Image of mathematics, Mathematics anxiety, Attitude toward mathematics, Affect in mathematics education Introduction How do students perceive mathematics in schools? What are different images of mathematics that students perceive? How these images impact their learning? What is math anxiety? What are the causes of math anxiety? What is the relation of image of mathematics as perceived by students with math anxiety? What are different attitudes toward...
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...The effects of music on children and young people. 1. The effect of music on IQ Campabello, Nicolette; De Carlo, Mary Jane; O'Neil, Jean; Vacek, Mary Jill Music Enhances Learning. Dissertations/Theses; Tests/Questionnaires. 2002 An action research project implemented musical strategies to affect and enhance student recall and memory. The target population was three suburban elementary schools near a major midwestern city: (1) a kindergarten classroom contained 32-38 students; (2) a second grade classroom contained 23 students and five Individualized Education Program (IEP) students; and (3) a fifth grade classroom. Students exhibited difficulty recalling facts and information in a variety of subject areas evidenced through an inability to gain mastery of grade level skill areas. Research suggests that young students have difficulty understanding concepts and lack the ability and desire to learn. A successful program needs to be developed to teach these concepts. A review of solution strategies suggests that the following musical techniques proved to be helpful for increasing student recall because the songs helped with phonemic training, mnemonics, setting desired skills to familiar tunes, and linking connection to cultural themes. Research has shown that preschool children taught with an early exposure to music through games and songs showed an IQ advantage of 10 to 20 points over those children taught without exposure to the songs. In the same study, students at age...
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...assistance in this matter (Hogan, 2007). Test The term test according to Hogan (2007) can be defined in a number of ways. Originally, the term test was used to describe a cup “used for smelting gold or silver ore, perhaps an apropos reference for some high-stakes testing today” (Hogan, 2007, p, 38). In modern times the term is typically defined as any assessments designed to measure peoples’ behaviors, knowledge, abilities, skills, or personalities. Hogan (2007) suggests that regardless of these various definitions of the term test, there are six common elements defining the term test in the behavioral sciences. These six elements include procedure or device, behavior, information, and cognitive processes, systematic, and standardized, sample, and measurement or quantification. To have a more comprehensive understanding as it pertains to psychology the individual needs consider the basic assumptions, major categories, users, uses, reliability, and validity of testing (Hogan, 2007). Mental Ability Tests The first...
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...510305 research-article2013 SGOXXX10.1177/2158244013510305Hilpert et al.Hilpert et al. Article Evidence for the Latent Factor Structure of the MSLQ: A New Conceptualization of an Established Questionnaire SAGE Open – October-December 2013: 1 10 © The Author(s) 2013 DOI: 10.1177/2158244013510305 sgo.sagepub.com Jonathan C. Hilpert1, Jennifer Stempien2, Katrien J. van der Hoeven Kraft3, and Jenefer Husman4 Abstract The Motivated Strategies for Learning Questionnaire (MSLQ) has a long history of use in educational psychology, yet few studies have examined the latent factor structure of the entire scale using data from a single administration of the instrument. Although using the subscales individually was encouraged by the creators of the instrument, the practice has produced piecemeal evidence for the latent factor structure. In the current study, we administered all 15 subscales of the MSLQ to a large population of postsecondary students enrolled in introductory geoscience courses and used confirmatory factor analysis to examine the latent factor structures described in previous MSLQ literature. Faced with unsatisfactory evidence for the hypothesized structures, we describe our respecification process and provide some commentary on a more parsimonious latent factor structure that may be of use in similar research projects. Keywords Motivated Strategies for Learning Questionnaire (MSLQ), motivation, self-regulation, factor analysis The Motivated...
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...Journal of Educational Psychology 2001, Vol. 93, No. 1, 55-64 Copyright 2001 by the American Psychological Association, Inc. 0O22-O663/01/S5.OO DOI: 10.1037//0022-0663.93.1.55 Academic Self-Efficacy and First-Year College Student Performance and Adjustment Martin M. Chemers, Li-tze Hu, and Ben F. Garcia University of California, Santa Cruz A longitudinal study of lst-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model. Change can be unsettling. The transition from high school to college can place significant demands on young adults (Tinto, 1982,1993). College life can be demanding and stressful for a...
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...Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3(2), 149-156 The Impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria Adedeji Tella Osun State College of Education, Osun State, NIGERIA Received 10 January 2007; accepted 19 April 2007 In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Keywords: Motivation, Academic Achievement, Learning Outcome, Mathematics, Secondary School Students, Nigeria INTRODUCTION AND BACKGROUND In...
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...TAELLN702A – Analyse and Apply Adult Numeracy Teaching Practices Table of Contents Table of Contents 2 1 Analyse & apply conceptual frameworks and theories underpinning numeracy teaching 4 1.1 Do the learning theories that underpin literacy teaching have any relevance to the teaching of numeracy? Discuss this question by identifying the similarities and the differences involved 4 1.2 In the realm of numeracy there are a number of frameworks that pertain to the teaching of numeracy to adults. Select two and discuss their relevance to numeracy teaching 7 1.3 It is clear that several adult learning principles apply equally to the teaching of numeracy and to the teaching of literacy. Review the adult learning principles and identify any that apply specifically to the teaching of numeracy. Select a skill from each of levels 1-3 of numeracy in the ACSF and explain how you would apply a relevant adult learning principle to the teaching of each numeracy skill. 7 1.4 Learning numeracy can occur in a number of contexts. Identify three or more contexts or types of provision in which numeracy learning for vocational education and training contexts, can take place and identify which levels of numeracy from the ACSF would be applicable. 10 2 Research literacy requirements of those participating in numeracy provision 12 2.1 Adult learners have a diversity of skills and backgrounds. From your experience identify examples of learner diversity and how it impacted...
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...Persistence Factors in Secondary School Additional Language Study | The research reported here concerns the voluntary decision of New Zealand (NZ) students, at the end of Year 10, to continue or not to continue with their hitherto voluntary study of Japanese, commencing at the beginning of Year 9 (n = 546). This decision is taken to be a clear indication of persistence, one of three fundamental aspects of motivation, and was investigated in relation to student attitudes towards seven different dimensions of additional language (AL)* learning and certain background variables. Analyses involved the validation of an attitude scale, multivariate testing for associations between persistence, attitude factors and certain background variables, including student ethnic background. Discussion of results included the positing of a multidimensional self-determinative orientation factor, comparisons with similar studies, practical implications and limitations. | APA :http://www.jllonline.co.uk/journal/jllearn/4_1/holt.htm Baldauf, R.B. & Lawrence, H. (1990). Student characteristics and affective domaineffects on LOTE retention rates. Language and Education, 4(4), 225-48. | Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance | Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting...
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...The Effect of Classical Music on the Reading Comprehension of Iranian Students Nasser Rashidi Shiraz University, Shiraz, Iran Email: Nrashidi@rose.shirazu.ac.ir Farman Faham Shiraz University, Iran Abstract—The influence of music on language learning and performance has been the subject of study for many years. The purpose of the present study was to investigate the effect of classical music (Mozart Sonata) on the reading comprehension performance of two groups of Iranian students in an English institute in Iran. To this end, the study compared two groups of Iranian English students (N=60) over a period of three months: one was taught reading comprehension with a music background and the other with no music background whatsoever. The results of the study showed a significant difference between the performance of the group exposed to music and the performance of the other group not exposed to music. The group taught reading comprehension with a music background outperformed the other taught it with no music background. Index Terms—reading comprehension, music, background music, classical music, Mozart sonata I. INTRODUCTION The use of music as a tool by language teachers to teach foreign languages has been the center of attention to researchers for many years. That is why in the literature we can see different, but mostly positive comments concerning the effectiveness of music in language learning and performance. It has been stated that music can contribute to...
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...Test Anxiety Applied Research, Assessment, and Treatment Interventions i I : fet 2nd Edition I « MARTY SAPP m: I H 1 ttTttTtttttrrtiTTITTtrrtttttttttTtrttiTTtrrttTtttTtTTTtttttiTttt TEST ANXIETY Applied Research, Assessment, and Treatment Interventions 2nd Edition Marty Sapp University Press of America, Inc. Lanham • New York • Oxford Copyright © 1999 by University Press of America,® Inc. 4720 Boston Way Lanham, Maryland 20706 12 Hid's Copse Rd. Cumnor Hill, Oxford 0X2 9JJ All rights reserved Printed in the United States of America British Library Cataloging in Publication Information Available Library of Congress Cataloging-in-Publication Data Sapp, Marty. Test Anxiety : applied research, assessment, and treatment interventions / Marty Sapp. —2nd ed. p. cm. Includes bibliographical references and indexes. 1. Test anxiety—Research—Statistical methods. 2. Social sciences—Statistical methods. I. Title. LB3060.6.S27 1999 371.26'01'9—dc21 99—22530 CIP ISBN 0-7618-1386-1 (cloth: alk. ppr.) fc/ The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48—1984 To my students Preface to First Edition Preface to Second Edition This text is divided into three parts. Part I deals with applied research design and statistical methodology frequently occurring in test anxiety literature...
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...CHAPTER 3 SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are...
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