ORCID Profile
0000-0001-9721-5312
Current Organisation
University of South Australia
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Publisher: Elsevier BV
Date: 10-2023
Publisher: Center for Open Science
Date: 25-11-2022
Abstract: Statistical literacy is a pressing need in modern society, but statistical learning is often inhibited by anxiety towards statistics. This study examines how statistics anxiety is related to other dimensions of students’ attitudes towards statistics, how these interrelations predict statistics anxiety, and how these dimensions change following introductory statistics instruction. Using data from Spain, Canada, and Australia, this study finds that anxiety is negatively related to security-confidence and positively related to motivation, and that the structure of these relationships is consistent across countries as well as before and after statistics instruction. Further, this structure predicts how these dimensions change following statistics training: by the end of an introductory statistics course, students report higher security-confidence and pleasantness but lower anxiety. We conclude by discussing the implications of these results for statistics instruction.
Publisher: Springer Science and Business Media LLC
Date: 24-03-2022
Publisher: SAGE Publications
Date: 04-2016
DOI: 10.1080/17470218.2015.1052525
Abstract: Although several studies have compared the representation of fractions and decimals, no study has investigated whether fractions and decimals, as two types of rational numbers, share a common representation of magnitude. The current study aimed to answer the question of whether fractions and decimals share a common representation of magnitude and whether the answer is influenced by task paradigms. We included two different number pairs, which were presented sequentially: fraction–decimal mixed pairs and decimal–fraction mixed pairs in all four experiments. Results showed that when the mixed pairs were very close numerically with the distance 0.1 or 0.3, there was a significant distance effect in the comparison task but not in the matching task. However, when the mixed pairs were further apart numerically with the distance 0.3 or 1.3, the distance effect appeared in the matching task regardless of the specific stimuli. We conclude that magnitudes of fractions and decimals can be represented in a common manner, but how they are represented is dependent on the given task. Fractions and decimals could be translated into a common representation of magnitude in the numerical comparison task. In the numerical matching task, fractions and decimals also shared a common representation. However, both of them were represented coarsely, leading to a weak distance effect. Specifically, fractions and decimals produced a significant distance effect only when the numerical distance was larger.
Publisher: Frontiers Media SA
Date: 25-05-2023
DOI: 10.3389/FRAI.2023.1173099
Abstract: Among myriad complex challenges facing educational institutions in this era of a rapidly evolving job marketplace is the development of career self-efficacy among students. Self-efficacy has traditionally been understood to be developed through the direct experience of competence, the vicarious experience of competence, social persuasion, and physiological cues. These four factors, and particularly the first two, are difficult to build into education and training programs in a context where changing skills make the specific meaning of graduate competence largely unknown and, notwithstanding the other contributions in this collection, largely unknowable. In response, in this paper we argue for a working metacognitive model of career self-efficacy that will prepare students with the skills needed to evaluate their skills, attitudes and values and then adapt and develop them as their career context evolves around them. The model we will present is one of evolving complex sub-systems within an emergent milieu. In identifying various contributing factors, the model provides specific cognitive and affective constructs as important targets for actionable learning analytics for career development.
Publisher: Springer International Publishing
Date: 2023
Publisher: Informa UK Limited
Date: 08-09-2022
Publisher: Oxford University Press (OUP)
Date: 25-01-2022
Abstract: Negative feelings about maths create a barrier to learning. In a world awash with numbers this has worrying implications. Florence Gabriel shares the latest thinking on dealing with “maths anxiety”
Publisher: Informa UK Limited
Date: 13-10-2022
Publisher: Frontiers Media SA
Date: 2013
Publisher: SAGE Publications
Date: 06-10-2020
Abstract: Self-regulated learning has been shown to have a positive and long-lasting impact on students’ academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students’ ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students’ engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students’ mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics.
Publisher: Springer International Publishing
Date: 25-08-2016
Publisher: Elsevier BV
Date: 2022
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Springer Science and Business Media LLC
Date: 28-06-2023
DOI: 10.1007/S10798-023-09840-Y
Abstract: This study examines the impact of a learning design focussed on providing guided autonomy within a virtual makerspace on the spatial thinking, anxiety and learning creativity of participating students. The learning design deployed within the virtual makerspace was consistent with the learning principles espoused by Self-Determination Theory in that it allowed students to develop autonomy and make many important decisions in their own learning, created erse opportunities for the relatedness through authentic opportunities to work with others, and ensured a sense of competence through the provision of ‘just in time’ training and support. Through a within-subjects pre- ost-test design, the study showed a significant improvement in spatial reasoning across the cohort (n = 340). The most notable gains were for students with low but not very low pre-test scores before the intervention. Improvements in creativity and anxiety were also reported by students following the program. Given the research showing the importance of spatial reasoning to future success in STEM educational and career trajectories, these results suggest that well designed makerspace learning may be particularly useful in addressing an important learning gap for disadvantaged students.
Publisher: Elsevier
Date: 2023
Publisher: Springer International Publishing
Date: 2022
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Florence Gabriel.