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Related Experiment Video

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Intervention on Mathematics Self-Efficacy: Solution-Focused Brief Therapy.

Wenhua Yu¹, Shuodi Zhou¹, Yu Zhou²

¹School of Mathematics and Statistics, Shandong Normal University, Jinan, Shandong, 250014, People's Republic of China.

Psychology Research and Behavior Management

|January 15, 2024

Summary

This summary is machine-generated.

Solution-focused brief therapy (SFBT) intervention showed potential in improving mathematics self-efficacy in middle school students. The Rasch model effectively measured these changes, guiding future academic self-efficacy assessments.

Keywords:

mathematics self-efficacy radar chart solution-focused brief therapy intervention wright map

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Area of Science:

Educational Psychology
Psychotherapy Research
Measurement in Education

Background:

Mathematics self-efficacy is strongly correlated with academic performance.
Solution-focused brief therapy (SFBT) is an emerging psychotherapy intervention for adolescents.
Understanding factors influencing math self-efficacy is crucial for academic success.

Purpose of the Study:

To investigate the effectiveness of SFBT intervention in enhancing mathematics self-efficacy among middle school students.
To evaluate the utility of the Rasch model in measuring changes in mathematics self-efficacy.
To explore the relationship between SFBT and students' confidence in mathematics.

Main Methods:

Utilized SFBT intervention with a small cohort of three 8th-grade students (n=3).
Employed Radar charts and the Rasch model to assess overall changes in mathematics self-efficacy.
Used line charts to track specific variations in self-efficacy related to particular math problems.

Main Results:

Two out of three students exhibited an increase in overall mathematics self-efficacy, as indicated by Radar charts and the Rasch model.
One student experienced a decrease in overall mathematics self-efficacy.
All three students demonstrated declines in self-efficacy for specific mathematical tasks, as shown by line chart analysis.

Conclusions:

SFBT interventions show promise in supporting students with varying levels of mathematics self-efficacy.
The Rasch model is a viable tool for reflecting and quantifying changes in students' mathematics self-efficacy.
This research offers a framework for utilizing SFBT and the Rasch model to measure improvements in academic self-efficacy.