Yu W, Zhou S, Zhou Y. Intervention on Mathematics Self-Efficacy: Solution-Focused Brief Therapy.
Psychol Res Behav Manag 2024;
17:129-145. [PMID:
38223311 PMCID:
PMC10787552 DOI:
10.2147/prbm.s432569]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Accepted: 10/21/2023] [Indexed: 01/16/2024] Open
Abstract
Purpose
Research has demonstrated a strong correlation between mathematics self-efficacy and math performance. Middle school children are increasingly receiving solution-focused brief therapy (SFBT), which is a type of psychotherapy. The study intends to use SFBT intervention to improve mathematics self-efficacy of students and to determine whether SFBT intervention was effective. To examine whether Rasch model can be used to evaluate students' mathematics self-efficacy.
Methods
This study intends to use Radar chart, Rasch model, Line chart to measure the variations of mathematics self-efficacy of three 8th graders (n=3) during SFBT intervention.
Results
Radar chart and Rasch model demonstrated a general increment in the mathematics self-efficacy of two pupils, while another one decreased. Additionally, three students showed a decline in their mathematics self-efficacy on particular mathematical problems using a line chart.
Conclusion
Overall, students with varied degrees of self-efficacy in math benefited from SFBT interventions, which partially supports the usefulness of SFBT as a tool for assessing students' mathematics self-efficacy. It supported that Rasch model can reflected the changes in students' mathematics self-efficacy. This study provides guidance for measuring the improvement of students' academic self-efficacy through SFBT intervention using Rasch model.
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