The Role of Belief Sources in Promoting Goal Orientation Beliefs, Self-Efficacy, and Beliefs About the Role of Teachers in Mathematics Learning

Abstract

Goal orientation beliefs, self-efficacy, and beliefs about the role of the teacher in mathematics learning have been known as important factors in promoting students’ success in mathematics. Beliefs can be shaped through four principles: mastery experience, vicarious experience, social persuasion, and physiological state. This study examined the structural relationship between belief sources, goal orientation beliefs, self-efficacy, and beliefs about the role of mathematics teachers. Seventeen classes were selected randomly within 35 classes from fifth and sixth grade, four private schools in Surabaya, Indonesia. Five hundred-five students participated in the present study. Partial Least Square structural equation modeling was performed to analyze the data. The result showed that mastery experience and vicarious experience positively predicted students’ goal orientation beliefs, self-efficacy, and beliefs about the role of the teachers. Social persuasion significantly influenced self-efficacy and beliefs about the role of mathematics teachers but not goal orientation beliefs. Among the belief sources, social persuasion is the strongest predictor for self-efficacy. Vicarious experience is the most powerful predicator for goal orientation beliefs and beliefs about the role of mathematics teachers. Meanwhile, the physiological state only negatively predicted goal orientation beliefs. The contribution of the findings of our study for mathematical teaching practices in Surabaya-Indonesia was discussed.