Sources and Influence of Mathematics Self-Efficacy in Jamaican College Students
Marion E. Blake
Texas A&M University-Kingsville
William G. Masten
Tracy B. Henley
Steven E. Ball
Texas A&M University-Commerce
There are four sources of self-efficacy which may influence mathematics and science-related performance and interest: performance mastery experiences, vicarious experiences, verbal persuasion, and emotional arousal (Bandura, 1994). The current study examined the relationship between the sources of mathematics self-efficacy, mathematics self-efficacy, and mathematics and science course interest in a sample of Jamaican college students (N = 902). Positive and significant correlations were found between the measured variables. The most influential sources of mathematics self-efficacy were performance accomplishments and emotional arousal. Except for the vicarious experiences, significant mean differences were identified between males and females. The current research study supports previous research findings and attests to the positive influence of sources of mathematics self-efficacy on mathematics self-efficacy, and mathematics and science course interest, as well as gender differences on the measured variables. The results have implications for the use of influential sources of mathematics self-efficacy in educational settings to increase mathematics self-efficacy and mathematics performance as well as interest in mathematics and related courses.