Intervention on mathematics self-efficacy: solution-focused brief therapy

Yu, Wenhua, Zhou, Shuodi and Zhou, Yu (2024) Intervention on mathematics self-efficacy: solution-focused brief therapy. Psychology Research and Behavior Management, 17. 129 - 145. ISSN 1179-1578

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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.

Item Type:	Article
Official URL:	https://www.dovepress.com/psychology-research-and-...
Additional Information:	© 2024 The Author(s)
Divisions:	LSE
Subjects:	B Philosophy. Psychology. Religion > BF Psychology R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry Q Science > QA Mathematics
Date Deposited:	02 Feb 2024 11:51
Last Modified:	15 Nov 2024 03:09
URI:	http://eprints.lse.ac.uk/id/eprint/121640

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