Date
10-2010
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Scott Watson
Primary Subject Area
Education, Administration; Education, Mathematics
Keywords
college community, developmental, mathematics, self-efficacy
Recommended Citation
Clutts, David Walker, "Mathematics Self-Efficacy of Community College Students in Developmental Mathematics Courses" (2010). Doctoral Dissertations and Projects. 396.
https://digitalcommons.liberty.edu/doctoral/396
Abstract
Mathematics self-efficacy was defined as an individual's beliefs about how he or she would perform a specific math task or in a specific mathematics or related course. Mathematics self-efficacy was differentiated from self-esteem. Previous literature found self-efficacy in general and mathematics self-efficacy in particular to be significantly related to enrollment, retention, and completion. This study used the Mathematics Self-Efficacy Survey to investigate whether age, gender, developmental mathematics course, or developmental mathematics grade were significantly predictive of mathematics self-efficacy among developmental mathematics students course at a Kentucky community college. Multiple linear regression found that none of these variables were statistically significant predictors of mathematics self-efficacy among respondents. The study discussed the resulting implications and made recommendations for future research and practice.
