| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 365132 | Learning and Individual Differences | 2010 | 8 Pages |
This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for mathematics, before completing an operation span task to measure working memory capacity, rating self-efficacy for mental multiplication, and then solved computer-based multiplication problems at two complexity levels. A simultaneous regression design was used to assess the unique variance associated with each variable. There were two new findings; the differential role of self-efficacy on response time and efficiency, and the potential compensatory relationship between self-efficacy and mathematics anxiety related to efficiency outcomes. Educational implications and suggestions for future research were proposed.
