Mindfulness and Self-Efficacy in Appalachian Adolescents

Transcription

1 Mindfulness and Self-Efficacy in Appalachian Adolescents Brianna McCrea, Rachel Husk, Samantha B. Chenot, Olivia Pumphrey, Erin Koeninger, Maria Pamelia, Amanda R. Butz, & Ellen L. Usher University of Kentucky P20 Motivation & Learning Lab

2 Quick Opening Exercise How often are the following statements true for you? Never Rarely Sometimes Often Always Usually, I walk quickly to get where I m going without paying attention to what I experience along the way. I walk into a room and then wonder why I went there. I forget a person s name almost as soon as I ve been told for the first time.

3 Social Cognitive Theory BEHAVIOR PERSONAL FACTORS (cognitive, affective, biological) ENVIRONMENTAL FACTORS RECIPROCAL DETERMINISM (Bandura, 1986)

4 Self-Efficacy An individual s level of confidence in his or her own ability to complete a task. Can I do this? (Bandura, 1997; Pajares, 1996)

5 Four Sources of Self-Efficacy Self-Efficacy Mastery Experience Vicarious Experience Social Persuasions Emotional/ Physiological State (Bandura, 1997; Usher & Pajares, 2008, 2009)

6 Four Sources of Self-Efficacy Self-Efficacy Mastery Experience Social cognitive theorists have suggested that psychological processes other than those initially hypothesized may be at work in the formation of self-efficacy (Usher & Pajares, 2008, p. 785) Vicarious Experience Social Persuasions Emotional/ Physiological State

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9 What is Mindfulness? Attentional Intentional Present Non-judgmental As conceptualized by Jon Kabat-Zinn

10 Mindfulness and Self-Efficacy: Hypothesized Moderation Model Mastery Experience Vicarious Experience Social Persuasion Physiological State Mindfulness? Math Self-Efficacy

11 Purpose of the Study To examine mindfulness and self-efficacy in rural Appalachian students. To examine whether mindfulness acts as a moderator between self-efficacy and its four sources. To examine mean differences in the variables between boys and girls and between middle and high school students.

12 Participants 434 students in Grades 6-12 from a rural Appalachian school district Gender Grade Level Girls Boys Middle School High School

13 Variables Sources of Middle School Mathematics Self-Efficacy (Usher & Pajares, 2009) Mastery Experience (α =.90, 5 items) I got good grades in math on my last report card. Vicarious Experience (α =.87, 7 items) When I see how another student solves a math problem, I can see myself solving the problem in the same way. Social Persuasion (α =.92, 6 items) Adults in my family have told me what a good math student I am. Physiological State (α =.93, 6 items) I start to feel stressed as soon as I begin my math work.

14 Variables Math Self-Efficacy (6 items, Usher & Pajares, 2009; α =.96) In general, how confident are you in your abilities in math? Mindfulness (15 items, Benn, 2004; α =.94) At school I walk from class to class without noticing what I m doing. I rush through activities without being really attentive to them.

15 Research Questions and Analyses RQ1: What is the relationship among the variables in the study? Pearson correlations RQ2: Do the four sources of self-efficacy predict math self-efficacy? Multiple linear regression (DV: math self-efficacy, IVs: four sources) RQ3: Does mindfulness moderate the relationship between the sources and self-efficacy? Four separate multiple linear regressions (DV: math self-efficacy, IVs: source, mindfulness, source X mindfulness) RQ4: Are their gender or school level differences in students reports? Independent samples t tests

16 Research Questions and Analyses RQ1: What is the relationship among the variables in the study? Pearson correlations RQ2: Do the four sources of self-efficacy predict math self-efficacy? Multiple linear regression (DV: math self-efficacy, IVs: four sources) RQ3: Does mindfulness moderate the relationship between the sources and self-efficacy? Four separate multiple linear regressions (DV: math self-efficacy, IVs: source, mindfulness, source X mindfulness) RQ4: Are their gender or school level differences in students reports? Independent samples t tests

17 Research Questions and Analyses RQ1: What is the relationship among the variables in the study? Pearson correlations RQ2: Do the four sources of self-efficacy predict math self-efficacy? Multiple linear regression (DV: math self-efficacy, IVs: four sources) RQ3: Does mindfulness moderate the relationship between the sources and self-efficacy? Four separate multiple linear regressions (DV: math self-efficacy, IVs: source, mindfulness, source X mindfulness) RQ4: Are their gender or school level differences in students reports? Independent samples t tests

18 Research Questions and Analyses RQ1: What is the relationship among the variables in the study? Pearson correlations RQ2: Do the four sources of self-efficacy predict math self-efficacy? Multiple linear regression (DV: math self-efficacy, IVs: four sources) RQ3: Does mindfulness moderate the relationship between the sources and self-efficacy? Four separate multiple linear regressions (DV: math self-efficacy, IVs: source, mindfulness, source X mindfulness) RQ4: Are there gender or school level differences in students reports? Independent samples t tests

19 Results: Correlations Math Self-Efficacy 2. Mastery Experience.83 * 3. Vicarious Experience.61 *.58 * 4. Social Persuasions.66 *.70 *.74 * 5. Physiological State -.33 * -.41 * Mindfulness * -.12 * -.32 * RQ1: What is the relationship among the variables in the study?

20 Results: Correlations Math Self-Efficacy 2. Mastery Experience.83 * 3. Vicarious Experience.61 *.58 * 4. Social Persuasions.66 *.70 *.74 * 5. Physiological State -.33 * -.41 * Mindfulness * -.12 * -.32 * RQ1: What is the relationship among the variables in the study?

21 Results: Multiple Regression Mastery Experience Vicarious Experience Social Persuasions Physiological State Math Self-Efficacy (β) RQ2: Do the four sources of self-efficacy predict math self-efficacy?

22 Results: Multiple Regression Math Self-Efficacy (β) Mastery Experience.657* Vicarious Experience.188* Social Persuasions.054 Physiological State R 2.720* *p <.001 RQ2: Do the four sources of self-efficacy predict math self-efficacy?

23 Results: Moderation Analyses Dependent Variable: Math Self-Efficacy Regression Model β Source (S) β Mindfulness (M) β S x M R 2 Mastery Experience Vicarious Experience Social Persuasion Physiological State RQ3: Does mindfulness moderate the relationship between the sources and self-efficacy?

24 Results: Moderation Analyses Dependent Variable: Math Self-Efficacy Regression Model β Source (S) β Mindfulness (M) β S x M R 2 Mastery Experience.83* ns ns.69* Vicarious Experience.62* ns ns.37* Social Persuasion.67* ns ns.40* Physiological State -.42* -.17* -.22*.18* *p <.001 RQ3: Does mindfulness moderate the relationship between the sources and self-efficacy?

25 6 Mindfulness high med low 5 Math Self-Efficacy low med high Low (-1 SD) Medium (M) Physiological State High (+ 1 SD)

26 Results: Mean Differences by Gender 6.0 Scale Response Boys Girls Math Self- Efficacy Mastery Experience Vicarious Experience Social Persuasion Physiological State Mindfulness RQ4: Are there gender or grade level differences in students reports?

27 Results: Mean Differences by Gender 6.0 Scale Response d = Boys Girls Math Self- Efficacy Mastery Experience Vicarious Experience Social Persuasion Physiological State Mindfulness RQ4: Are there gender or grade level differences in students reports?

28 6.0 Results: Mean Differences by School Level Scale Response Middle School High School Math Self- Efficacy Mastery Experience Vicarious Experience Social Persuasions Physiological State RQ4: Are there gender or school level differences in students reports? Mindfulness

29 6.0 Results: Mean Differences by School Level d =.62 d =.60 d =.63 d =.51 Scale Response Middle School High School Math Self- Efficacy Mastery Experience Vicarious Experience Social Persuasions Physiological State RQ4: Are there gender or school level differences in students reports? Mindfulness

30 Discussion

31 Discussion ANXIETY

32 Discussion + High Mindfulness I CAN T DO IT High Anxiety

33 Discussion

34 Limitations and Future Research

35 Thank You! Questions?