the effect of contrived success in calculation tasks on the self-efficacy of junior high school...

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success in calculation success in calculation tasks tasks on the self-efficacy on the self-efficacy of junior high school of junior high school students students Akitoshi Uchida Akitoshi Uchida Togakushi Junior High School, Nagano, Togakushi Junior High School, Nagano, Japan Japan Kazuo Kazuo Mori Mori Tokyo University of Agriculture and Tokyo University of Agriculture and Technology Technology

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Anagram tasks were presented in two difficulty levels. LCD projector STIPUD (easy task) PSITDU (difficult task) Methods (Mori & Uchida, 2009)

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Page 1: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

The effect of contrived The effect of contrived success in calculation tasks success in calculation tasks

on the self-efficacy on the self-efficacy of junior high school of junior high school

studentsstudents

Akitoshi UchidaAkitoshi Uchida    Togakushi Junior High School, Nagano, JapanTogakushi Junior High School, Nagano, Japan

KazuoKazuo MoriMoriTokyo University of Agriculture and Technology Tokyo University of Agriculture and Technology

Page 2: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

Self-efficacySelf-efficacy

http://www.des.emory.edu/mfp/believe2.html

Page 3: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

Anagram tasks Anagram tasks were presented in were presented in

two difficulty two difficulty levels.levels.

LCD projector

STIPUD(easy task)

PSITDU(difficult task)

Methods (Mori & Uchida, 2009)

Page 4: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

Participants (Mori & Uchida, Participants (Mori & Uchida, 2009)2009)

Four target students in Four target students in each class were each class were selected from the 50-26 selected from the 50-26 %ile achievement range %ile achievement range and assigned to Easy-and assigned to Easy-task condition. task condition. Easy-task condition students (n = 24)

Difficult-task condition students

(n = 157)

High achievers

Low achievers

Page 5: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

Anagram

Tasks

Difficult Task Performers

Easy Task Performers

Results (Mori & Uchida, 2009)

The self-efficacy rose after the success in Anagram Task, and it lasted two years.

Page 6: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

A research questionA research questionWould it show a stronger effect if

the success experience was in school subject rather than in

anagram tasks?

In the present study, we chose calculation tasks in place of the

anagram tasks. Calculation tasks are regarded as one of the basic mathematics skills in junior high

school.

Page 7: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

Methods: Methods: An example calculation An example calculation

tasktaskLCD projector -8 8 □ 3 4

(easy task)

-8 6 □ 3 6(difficult task)

““What number in the What number in the blank will make 10 in blank will make 10 in

total?”total?”Each calculation task Each calculation task has the same answer has the same answer

with two difficulty levels.with two difficulty levels.

Page 8: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

ParticipantsParticipants Eighteen and 15 students Eighteen and 15 students

from the 50-26%ile range from the 50-26%ile range were randomly assigned were randomly assigned to the Easy- and Difficult-to the Easy- and Difficult-task conditions, task conditions, respectively.respectively.

High achievers

Low achievers

Easy-task condition students (n = 18)

Difficult-task condition students

(n = 15)

Page 9: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

Results ~ Task Results ~ Task scores ~scores ~The Easy-task performers outscored the Difficult-task performers in the same way as the previous study irrespective of the task types. Task scores of the present study (Left) and those of Mori & Uchida (2009; Right)

Page 10: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

Results Results ~ Self-efficacy ratings ~ Self-efficacy ratings

~~

Calculation Tasks

Easy Task Performers

Difficult Task Performers

The self-efficacy rose after the success in Calculation Task, but it did not last long.

Page 11: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

ConclusionsConclusionsA contrived success in calculation tasks promoted students’ self-efficacy, but the effect was smaller and lasted shorter than a success in anagram tasks. An artificial success in the tasks closely related to school subjects would be easily adjusted and canceled out during the daily school activities.

Page 12: The effect of contrived success in calculation tasks on the self-efficacy of junior high school students Akitoshi Uchida Akitoshi Uchida Togakushi Junior

ReferencesReferences Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral

change, change, Psychological ReviewPsychological Review, 84, 191–215., 84, 191–215. Mori, K. (2003). Projecting two words with one machine: Presenting two Mori, K. (2003). Projecting two words with one machine: Presenting two

different visual stimuli using just one projector without viewers’ noticing different visual stimuli using just one projector without viewers’ noticing the duality, the duality, Behavior Research MethodsBehavior Research Methods, 39, 811–815., 39, 811–815.

Mori, K. & Uchida, A. (2009). Can contrived success affect self-efficacy Mori, K. & Uchida, A. (2009). Can contrived success affect self-efficacy among junior high school students? among junior high school students? Research in Education, Research in Education, 82, 60-68.82, 60-68.

AcknowledgmentsThe authors are indebted to Ai Shimizu who conducted this experiment under the supervision of the second

author while working at Shinshu University in Nagano, Japan. We express our thanks to the students of

Shinonoi Nishi Junior High School who participated in the experiment, and the principal and teachers who kindly supported this study. We are also indebted to

Rebecca Ann Marck for her help in editing the English manuscript. We appreciate their thoughtful comments

from Steve Janssen of Flinders University and Emmanuel Manalo of Waseda University on an earlier

draft of this paper.