Self-efficacy has three dimensions: magnitude, the difficulty level of the task a person believes to attain; strength, the conviction regarding magnitude as strong or weak; and generality, the degree to which the expectation is generalized across situations (Redmond, 2016).
Studies show the predictive and mediational role of self-efficacy beliefs in performing mathematical tasks successfully (Dullas, 2010; Galla & Wood, 2012; Guolao, 2014; Liu & Koirala, 2009; Pajares & Miller, 1994; Zimmerman, et.al., 2010). Poor self-efficacy in non-mathematics major often leads to low achievement. On the other hand, Hall & Ponton (2005) found that the difficulty level of the math subject may also affect the level of mathematics self-efficacy such that …show more content…
Since both mathematics self-efficacy and anxiety have implications on students’ performance, it is then important that to know how these two relate each other. Thus, May (2009) designed a questionnaire based on general expectancy-value model that can be used to explore the relationship between mathematics self-efficacy and anxiety. She developed a reliable, valid and efficient questionnaire, that is, the Mathematics Self-efficacy and Anxiety Questionnaire (MSEAQ), to assess the mathematics self-efficacy and anxiety using students taking pre-calculus course in the University of Georgia. Her study confirmed that mathematics self-efficacy and mathematics anxiety are complex constructs with multiple dimensions. The questionnaire has five identified cluster of items (factor) namely: general mathematics self-efficacy, grade anxiety, mathematics self-efficacy on assignments, mathematics for students’ futures, and self-efficacy and anxiety in …show more content…
According to Beaton, Bombardier, Guillemin and Ferraz (2000), “cross cultural adaptation” is used to include a procedure that looks at both language and social modification issues in the process of preparing a questionnaire for use in another setting. If we would like to have the content of a questionnaire tantamount from origin to a new setting then it must undergo cross cultural adaptation. Guillemin, et.al. (1993) cite different settings where cross cultural adaptation is needed such as then, a questionnaire in a new population is to be used in another country, using the same language which results in a change in culture and country of use requires cultural adaptation
Studies show the predictive and mediational role of self-efficacy beliefs in performing mathematical tasks successfully (Dullas, 2010; Galla & Wood, 2012; Guolao, 2014; Liu & Koirala, 2009; Pajares & Miller, 1994; Zimmerman, et.al., 2010). Poor self-efficacy in non-mathematics major often leads to low achievement. On the other hand, Hall & Ponton (2005) found that the difficulty level of the math subject may also affect the level of mathematics self-efficacy such that …show more content…
Since both mathematics self-efficacy and anxiety have implications on students’ performance, it is then important that to know how these two relate each other. Thus, May (2009) designed a questionnaire based on general expectancy-value model that can be used to explore the relationship between mathematics self-efficacy and anxiety. She developed a reliable, valid and efficient questionnaire, that is, the Mathematics Self-efficacy and Anxiety Questionnaire (MSEAQ), to assess the mathematics self-efficacy and anxiety using students taking pre-calculus course in the University of Georgia. Her study confirmed that mathematics self-efficacy and mathematics anxiety are complex constructs with multiple dimensions. The questionnaire has five identified cluster of items (factor) namely: general mathematics self-efficacy, grade anxiety, mathematics self-efficacy on assignments, mathematics for students’ futures, and self-efficacy and anxiety in …show more content…
According to Beaton, Bombardier, Guillemin and Ferraz (2000), “cross cultural adaptation” is used to include a procedure that looks at both language and social modification issues in the process of preparing a questionnaire for use in another setting. If we would like to have the content of a questionnaire tantamount from origin to a new setting then it must undergo cross cultural adaptation. Guillemin, et.al. (1993) cite different settings where cross cultural adaptation is needed such as then, a questionnaire in a new population is to be used in another country, using the same language which results in a change in culture and country of use requires cultural adaptation