摘要：This study includes a sample of 112 high school students who provided self-efficacy judgments to solve math problems. Thirty-six experimental conditions called scenarios were created for this study by combining 4 factors regarding solving mathematical problems (modality, degree of difficulty, structuring, and relevance of the task). Each scenario described a hypothetical context that required the participant to imagine an activity to reinforce the learning of math skills in the scenario. Thus, the experimental task was to read each scenario and to judge how capable the participant felt to undertake each math task under the hypothetical context. Results showed two levels of self-efficacy judgment among participants. Students in the first level judged themselves as highly capable of performing math activities, while those in the second level, judged themselves as moderate capable. Regarding the first cluster factors regarding difficulty and the structure of the task had a greater weight whereas in the second cluster task difficulty and task relevance factors obtained the higher weight values. Finally, a cognitive summation rule used by participants to integrate information from the different study factors was identified. Results implications on education are discussed in this article.
其他摘要：This study includes a sample of 112 high school students who provided self-efficacy judgments to solve math problems. Thirty-six experimental conditions called scenarios were created for this study by combining 4 factors regarding solving mathematical problems (modality, degree of difficulty, structuring, and relevance of the task). Each scenario described a hypothetical context that required the participant to imagine an activity to reinforce the learning of math skills in the scenario. Thus, the experimental task was to read each scenario and to judge how capable the participant felt to undertake each math task under the hypothetical context. Results showed two levels of self-efficacy judgment among participants. Students in the first level judged themselves as highly capable of performing math activities, while those in the second level, judged themselves as moderate capable. Regarding the first cluster factors regarding difficulty and the structure of the task had a greater weight whereas in the second cluster task difficulty and task relevance factors obtained the higher weight values. Finally, a cognitive summation rule used by participants to integrate information from the different study factors was identified. Results implications on education are discussed in this article.
