Quantifying the Relationship Between Self-Efficacy and Mathematical Creativity: A Meta-Analysis
This study is a meta-analysis to examine the relationship between self-efficacy and mathematical creativity. This meta-analysis included 21 studies with a total sample size of 11,621 participants and 33 effect sizes across the studies. Data analysis using a random effects model using the “meta” pack...
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| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-11-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/11/1251 |
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| Summary: | This study is a meta-analysis to examine the relationship between self-efficacy and mathematical creativity. This meta-analysis included 21 studies with a total sample size of 11,621 participants and 33 effect sizes across the studies. Data analysis using a random effects model using the “meta” package (version 7.0-0) in R software version 4.3.0. The results showed a positive and significant relationship between self-efficacy and mathematical creativity <inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mo>(</mo><mi>z</mi><mo>=</mo><mn>3.51</mn><mo>;</mo><mn>95</mn><mo>%</mo><mo> </mo><mi>C</mi><mi>I</mi><mo> </mo><mo>[</mo><mn>0.09</mn><mo>,</mo><mo> </mo><mn>0.32</mn><mo>]</mo><mo>,</mo><mo> </mo><mo> </mo><mi>p</mi><mo><</mo><mn>0.001</mn></mrow></semantics></math></inline-formula>). The influence of self-efficacy on mathematical creativity is included in the low category (<inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><msub><mrow><mi>r</mi></mrow><mrow><mi>e</mi></mrow></msub><mo>=</mo><mn>0.21</mn></mrow></semantics></math></inline-formula>). These findings had no publication bias issues with Egger’s test (<inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>t</mi><mo>=</mo><mo>−</mo><mn>0.03</mn><mo>;</mo><mo> </mo><mi>p</mi><mo>=</mo><mn>0.978</mn></mrow></semantics></math></inline-formula>) and were stable against the impact of unpublished studies (<inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>F</mi><mi>a</mi><mi>i</mi><mi>l</mi><mo>−</mo><mi>s</mi><mi>a</mi><mi>f</mi><mi>e</mi><mo> </mo><mi>N</mi><mo>=</mo><mn>5101</mn><mo>;</mo><mo> </mo><mi>p</mi><mo><</mo><mn>0.001</mn></mrow></semantics></math></inline-formula>). Meta-regression revealed two variables that showed significant results: measurement method (<inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>Q</mi><mo>=</mo><mn>11.17</mn><mo>;</mo><mi>d</mi><mi>f</mi><mo>=</mo><mn>2</mn><mo>;</mo><mo> </mo><mi>p</mi><mo>=</mo><mn>0.0038</mn></mrow></semantics></math></inline-formula>) and study location (<inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mi>Q</mi><mo>=</mo><mn>372.41</mn><mo>,</mo><mo> </mo><mi>d</mi><mi>f</mi><mo>=</mo><mn>9</mn><mo>;</mo><mo> </mo><mi>p</mi><mo><</mo><mn>0.0001</mn></mrow></semantics></math></inline-formula>). This study provides valuable information about the relationship between self-efficacy and mathematical creativity, but more research is needed to develop effective and efficient learning strategies. |
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| ISSN: | 2227-7102 |