Cognitive Algebra Underlying High School Student´s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Abstract

This study includes a sample of 112 high school students who provided self-efficacy
judgments to solve math problems. Thirty-six experimental conditions called scenarios were
created for this study by combining 4 factors regarding solving mathematical problems
(modality, degree of difficulty, structuring, and relevance of the task). Each scenario
described a hypothetical context that required the participant to imagine an activity to
reinforce the learning of math skills in the scenario. Thus, the experimental task was to read
each scenario and to judge how capable the participant felt to undertake each math task under
the hypothetical context. Results showed two levels of self-efficacy judgment among
participants. Students in the first level judged themselves as highly capable of performing
math activities, while those in the second level, judged themselves as moderate capable.
Regarding the first cluster factors regarding difficulty and the structure of the task had a
greater weight whereas in the second cluster task difficulty and task relevance factors
obtained the higher weight values. Finally, a cognitive summation rule used by participants to
integrate information from the different study factors was identified. Results implications on
education are discussed in this article.