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Perceived Formative Assessment and Student Motivational Beliefs and Self-Regulation Strategies: A Multilevel Analysis
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Wenshu Luo; Simon Qing Wei Lim – Educational Psychology, 2024
Based on an integrated theory of formative assessment and self-regulated learning, this study investigated the relationship between students' perceived formative assessment practices of teachers and their motivational beliefs (self-efficacy and incremental beliefs of ability) and self-regulation strategies (metacognitive self-regulation and…
Descriptors: Formative Evaluation, Student Attitudes, Student Motivation, Metacognition
Girls Becoming Mathematicians: Identity and Agency in the Figured World of the English-Medium Primary School
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Jones, Sally Ann; Seilhamer, Mark Fifer – Journal of Language, Identity, and Education, 2022
This paper focusses on the process of learning mathematics in primary school from the perspectives of 62 girls aged seven to 11. For many of these Singaporean girls, English is not the dominant home language, but they all learn mathematics in English. Despite the fact that achievement in mathematics is high nationally, girls appear to be less…
Descriptors: Females, Mathematics Education, Elementary School Students, Self Concept
Implicit Beliefs of Ability and Maladaptive Learning: Does Self-Efficacy Matter?
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Luo, Wenshu; Liem, Gregory Arief D.; Lee, Kerry – Educational Psychology, 2019
This study investigated the interaction between self-efficacy and implicit beliefs of ability in their association with maladaptive learning in mathematics. The analysis was based on a large sample of 2538 Singapore Secondary 2 students (M[subscript age] = 13.75), who took measures of entity beliefs of ability, self-efficacy, and three maladaptive…
Descriptors: Foreign Countries, Self Concept, Self Esteem, Self Efficacy
Attributional Style and Self-Efficacy in Singaporean Adolescents
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Yeo, Lay See; Tan, Kayce – Australian Journal of Guidance and Counselling, 2012
This investigation examined the relationship between adolescent students' attributional style and their perceived academic self-efficacy using the Children's Attributional Style Questionnaire (CASQ) (Seligman et al., 1984) and Multidimensional Scales of Perceived Self Efficacy (Bandura, 1989). Attributional style, defined as the way in which…
Descriptors: Adolescents, Psychological Characteristics, Self Efficacy, Gender Differences
The Role of Optimism, Self-Esteem, Academic Self-Efficacy and Gender in High-Ability Students
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Tan, Christopher; Tan, Liang See – Asia-Pacific Education Researcher, 2014
Optimism is a positive psychological trait which may help individuals to cope with stressful and adverse situations. This study examined the associations of dispositional optimism, academic self-efficacy, self-esteem, and gender on high-ability students' stress perception of academic expectations. 298 high-ability senior high school students in…
Descriptors: Self Esteem, Positive Attitudes, Gender Differences, Prediction
Attitudes towards Science of Intellectually Gifted and Mainstream Upper Primary Students in Singapore
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Caleon, Imelda S.; Subramaniam, R. – Journal of Research in Science Teaching, 2008
The attitudes towards science of upper-primary students in three ability strands (average, above average, and gifted) were investigated. A total of 580 upper primary students from co-educational government and government-aided schools in Singapore were involved in this study. The attitude subscales investigated were enjoyment of science,…
Descriptors: Science Careers, Student Attitudes, Academically Gifted, Foreign Countries