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The Relationships Between Flow, Mathematics Self-Efficacy, and Mathematics Anxiety Among International Undergraduate Students in the United States
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A worldwide problem, math anxiety is defined as an anxious state with an unpleasant feeling of tension characterized by fear of failing to achieve mathematics targets. Psychologically, math anxiety involves anxiety, tension, discomfort, nervousness, fear, shock, and insecurity. Math anxiety has been perceived as a key influencer of reduced math achievement, and avoidance of math-related careers. On the other hand, abilities, flow, interests, and psychological conditions contribute to student mathematics success. Belief in one\u27s ability to perform a specific task boosts self-efficacy, which has been studied widely as a predictor of student academic performance. When students are interested in, concentrated on, and passionate about doing an activity, they are experiencing flow. How math anxiety is affected by both mathematics self-efficacy and flow experience has not been well researched, especially among international undergraduate students in the United States.
Method
To bridge this gap, this study investigated the influence of flow experience on math anxiety, the influence of mathematics self-efficacy on mathematics anxiety, and the influence of flow experience on mathematics anxiety through math self-efficacy as a mediator. To conduct this quantitative study, a questionnaire was designed to collect participant demographic data, and data about the research variables: (a) math anxiety, (b) math self-efficacy, and (c) flow experience. The Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) developed by May (2009) was used to measure student mathematics self-efficacy and mathematics anxiety. The Core Flow Scale developed by Martin and Jackson (2008) measured student flow experience. Based on a convenience sampling method, 614 international undergraduate students were surveyed and 503 (136 males, 367 females) produced valid responses which were analyzed statistically using SPSS and AMOS. Descriptive statistics were computed to understand the data distribution and to measure the levels of flow experience, math self-efficacy, and student mathematics anxiety. Math self-efficacy, flow experience, and math anxiety scales demonstrated high reliability (Cronbach alpha values 0.94, 0.94, 0.93 respectively). Structural equation modelling technique (SEM) was used to test the proposed research model.
Results
The findings revealed that the level of mathematics anxiety was moderate (M = 3.18, SD = 0.87). All the anxiety dimensions revealed a similar pattern. Most participants felt stressed (M = 3.22, SD = 0.98), confused (M = 3.21, SD = 0.90), less motivated (M = 3.06, SD = 1.02), and less confident (M = 3.00, SD = 0.95) while solving mathematics problems. Second, most participants felt flow experience while solving mathematics problems (M = 3.25, SD =0.95). All dimensions of flow experience recorded a moderate level, except for freedom from being time-bound which was the lowest (M = 2.72, SD = 1.23). Females (M = 3.16, SD = 0.89) felt more mathematics anxiety than males (M = 2.99, SD = 0.78) while solving mathematics problems; this difference was statistically significant (t (501) = -1.95, p = 0.05) with a large effect size (d = 0.86). Additionally, the application of an independent sample t-test on flow experience data showed that males (M = 3.39, SD = 0.87) experienced more flow experience than females (M = 3.20, SD = 0.97) while solving mathematical problems; this difference was statistically significant (t (501) = 2.04, p = 0.04), with a large effect size (d = 0.95). Finally, the results of the relationships tested showed that (a) flow experience had a strong, positive, and significant impact on math self-efficacy (β = 0.709, p \u3c 0.001), (b) math self-efficacy had a moderate to strong, negative, and significant impact on mathematics anxiety (β = -0.466, p \u3c 0.001), (c) flow experience was negatively related to math anxiety (r = -0.39) (d) flow experience had a weak, negative, and insignificant direct impact on mathematics anxiety (β = -0.058, p \u3e 0.1), and (e) flow experience had a moderate but significant negative indirect effect on mathematics anxiety through self-efficacy (β = -0.330, p \u3c 0.05).
Conclusions
Recommendations for teachers include trying to maintain a challenge-skill balance and establishing clear goals to escalate flow experience, and provision of immediate constructive feedback to boost self-efficacy. To reduce math anxiety, instructors should apply positive psychology strategies, including special strategies for students with exceptionalities. The current study could be extended by employing a mixed-design research strategy, collecting primary data both quantitively and qualitatively to provide more in-depth information about these variables
Raleigh Pettey Junior Voice Recital
No full textRaleigh Pettey - Baritone Accompanied by Eleanor Joycehttps://digitalcommons.andrews.edu/posters-2022-2023/1009/thumbnail.jp
Winter Choir Concert
No full textAndrews University Singers and the University Chorale under the direction of Stephen Zork, Conductor.https://digitalcommons.andrews.edu/posters-2022-2023/1014/thumbnail.jp
Shania Watts Junior Viola Recital
Get PDFShania Watts is a Viola Performance major studying at Andrews University under the tutelage of Professor Carla Trynchuk.https://digitalcommons.andrews.edu/seniors-2022-2023/1000/thumbnail.jp
Evaluating A Rapid Response Team Performance To Implement Best Practice in Rapid Response Team Protocol
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Rapid Response Teams (RRT) provide clinical resources to improve patient safety outcomes at healthcare institutions. This team promptly responds to deteriorating patient conditions to prevent further deterioration and reduce mortality rates. Rapid response teams do not always perform optimally. Reasons for this performance failure include breakdowns in communication, team dynamics, or other variables that can often be adjusted when the team members understand the role these variables play in undermining the performance of the RRT. An understanding of the perceptions of the RRT members regarding their roles and potential areas of improvement did provide valuable data that was utilized to improve the efficiency and effectiveness of the RRT.
Purpose
The purpose of this project was to create an evidence-based protocol for best practices in RRT responses by evaluating the perceptions of the rapid response team members regarding RRT performance at a medical center in Michigan. Current RRT practices were compared to the evidence-based standards of care that influenced recommendations for improvement based on the gaps identified. -- Method. This project utilized a qualitative approach with the use of semi-structured guided interviews held via Zoom to gather data related to the experiences of RRT members, to gain an in-depth understanding on the issues concerning the performances of the RRT. Seventeen participants who met the research criteria were selected. Participants who consented to be interviewed were scheduled in chronological order in which they gave consent. Participants were recruited via hospital unit huddles and one on one encounters, based on the project inclusion criteria, and were then scheduled for individual interviews that were audio-recorded, transcribed, and analyzed for thematic contents. This project was guided by Kurt Lewin\u27s Change Theory, which is a change model geared at preparing team members to become change agents. Applying this model will ensure that team members will be equipped to implement the quality improvement changes in the rapid response system. Associates will be provided with the necessary strategies to unlearn the ineffective old ways of clinical practices and embrace the new evidenced based practice guidelines.
Results
Data analysis revealed major themes that have been affecting the performances of the RRT. They were ineffective team dynamics, activation barriers, inadequate competency training/skills validation, staffing challenges, and failure to debrief after RRT encounters. Other issues emerged during this study that were important issues affecting the performances of the RRT. They were delayed response time of RT, attitudes of providers, and unavailability of attending physicians.
Conclusion
Ineffective team dynamics, poorly defined roles, crowd control issues, and inadequate education and training were the most critical factors interfering with the efficiency of the RRT. A change in policy that has the potential to optimize the performance of the RRT was developed in accordance with the best practice guidelines. The rapid response team is an important player in early recognition of declining patient conditions outside of intensive care areas. There is documented evidence of what excellent rapid response teams need to maintain their efficient performance. Teams may not always function at the optimum levels they desire. The qualitative interview results derived from experienced rapid response team members was compared with evidence based standards of practice. Improvements and recommendations were developed and shared with the management team at the project site
Evaluating the Alignment of the School of Technology\u27s Curriculum at Monroe College with Inclusive and Diversity Standards of International Education
No full textThis paper surveys how the School of Technology\u27s curriculum at Monroe College complies to the International standards of Inclusion and Diversity. The Amin of this study is to understand the extent to which the the School of Technology\u27s curriculum at Monroe College promotes inclusivity and diversity. During the study, a literature review and examination of the current curriculum will be conducted. The findings of this study will provide insights into the effectiveness of the school\u27s efforts to adhere to International Education standards and suggest areas for improvement
The Importance of Literature Exposure to Children
No full textIt is a well-known fact that reading to children is crucial for their educational well-being, but that some children do not enjoy reading. What happens when these children become adults? Do they grow to enjoy reading? Are their lives affected by not enjoying reading and doing less reading? When during a child\u27s life is literature lacking. The focus of this study is to understand the effect of reading to children within three focused areas. The first area being as an infant and begin read to by a parent or guardian. The second area is when a child reads independently, and the third area is at school with an educator. The foundation of the research is to find out what area is lacking, where children are reading/being read to the least and why. What area is the weakest and needs the most assistance to be able to expose children to literature
Creating a Trauma Informed Classroom in a Non-Trauma Sensitive School
No full textCreating a Trauma Sensitive Classroom in a non-trauma sensitive school can be a challenge, especially when childhood trauma is a concept that is new to the staff and is not a major concern. It is important to note, however that, childhood trauma is indeed a cause for concerns, and having a trauma sensitive classroom, or even a trauma sensitive approach to teaching and learning can help students who are silently affected by childhood trauma. A trauma sensitive classroom will also be beneficial to students who are not affected by trauma