Building students’ mathematics self-efficacy through student-teacher trust
| dc.contributor.advisor | Borich, Gary D. | en |
| dc.contributor.committeeMember | Suizzo, Marie-Anne | en |
| dc.creator | Harvey, Kristin Emilia | en |
| dc.date.accessioned | 2012-08-09T13:59:21Z | en |
| dc.date.accessioned | 2017-05-11T22:26:45Z | |
| dc.date.available | 2012-08-09T13:59:21Z | en |
| dc.date.available | 2017-05-11T22:26:45Z | |
| dc.date.issued | 2012-05 | en |
| dc.date.submitted | May 2012 | en |
| dc.date.updated | 2012-08-09T13:59:28Z | en |
| dc.description | text | en |
| dc.description.abstract | A current national priority is improving secondary school mathematics performance. Middle school students’ trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher’s competence, benevolence, openness, reliability, and honesty. To determine the effect of trust in a teacher on student mathematics self-efficacy while accounting for the non-independence due to shared classroom experiences, hierarchical linear modeling will be utilized. Controlling for prior achievement, mathematics self-efficacy is expected to be higher for students who perceive their mathematics teacher meets more of the criteria for trust, with a stronger effect for low-achieving students. The implications of the outcomes of the proposed study suggest the creation of a training program to facilitate trust building between students and teachers. This report also includes an evaluation plan which details the components of the trust building program, a model for the program, and the proposed method to measure the reported outcomes. | en |
| dc.description.department | Educational Psychology | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.slug | 2152/ETD-UT-2012-05-5054 | en |
| dc.identifier.uri | http://hdl.handle.net/2152/ETD-UT-2012-05-5054 | en |
| dc.language.iso | eng | en |
| dc.subject | Self-efficacy | en |
| dc.subject | Trust (social behavior) | en |
| dc.subject | Mathematics education | en |
| dc.subject | Self-determination theory | en |
| dc.subject | Program evaluation | en |
| dc.title | Building students’ mathematics self-efficacy through student-teacher trust | en |
| dc.type.genre | thesis | en |