Creative Learning & Math Self-Efficacy in PISA 2022 | #Sciencefather #Mathematics




Introduction

This research explores the intricate connections between creative learning environments, mathematics self-efficacy, and mathematics achievement by analyzing Programme for International Student Assessment (PISA) 2022 data from Korea, Canada, and Türkiye. The study draws on the group socialization development theory and social cognitive theory to explain how social and cognitive dynamics shape student performance. With large, diverse samples from the three countries, the research offers robust cross-national evidence. It highlights the importance of fostering creativity-driven educational settings that enhance confidence in mathematics learning and, consequently, improve achievement outcomes.

Theoretical framework

The study is grounded in two key perspectives: the group socialization development theory and the social cognitive theory. Group socialization emphasizes the role of peers, family, and social settings in shaping student development, while social cognitive theory underlines the significance of self-efficacy in academic contexts. Together, these frameworks provide a comprehensive understanding of how creative learning environments foster self-belief and academic achievement. They offer a solid foundation for explaining direct, indirect, and mediating effects across varied cultural and educational contexts.

Methodology

The research employed a structural equation modeling (SEM) approach to examine relationships among variables using PISA 2022 data. The sample included 6,454 participants from Korea, 23,073 from Canada, and 7,250 from Türkiye. SEM enabled the analysis of both direct and indirect effects, providing a nuanced picture of how creative learning environments and mathematics self-efficacy influence achievement. The large-scale international dataset ensured generalizable results, while cross-country comparisons shed light on cultural variations and universal patterns in mathematics education.

Findings

The results consistently show that creative learning environments positively predict mathematics self-efficacy in all three countries. Mathematics self-efficacy, in turn, significantly predicts mathematics achievement. While the direct effects of peers and family environments on achievement are low but positive, school and classroom environments have a low but negative direct effect. Importantly, creative learning environments indirectly contribute to achievement by enhancing self-efficacy. These findings reveal a complex interplay, underscoring that creativity-oriented educational settings enhance learning primarily through self-confidence in mathematics.

Discussion

The findings highlight the pivotal role of mathematics self-efficacy as a mediator between creative learning environments and achievement. Students’ belief in their mathematical capabilities emerges as a more consistent predictor than environmental factors alone. The study underscores the necessity of designing learning spaces that balance creativity with structured academic support. It also challenges schools to rethink traditional approaches, as overly creative classroom environments may unintentionally hinder performance without proper scaffolding. Cross-cultural similarities and differences offer further insights into global educational practices.

Conclusion

This research emphasizes the importance of integrating creativity into learning environments while fostering mathematics self-efficacy to improve achievement. Creative contexts stimulate confidence, which partially mediates their influence on performance. The evidence from Korea, Canada, and Türkiye suggests that promoting creative peer and family interactions, coupled with supportive school strategies, can enhance learning outcomes. The study advances theoretical understanding and offers practical implications for policy-makers, educators, and researchers who aim to strengthen mathematics education through creativity and self-efficacy.


📢 Nominate now: https://physicistparticle.com/award-nomination/?ecategory=Awards&rcategory=Awardee
🌐 Visit: physicistparticle.com
📩 For queries: support@physicistparticle.com


Hashtags

#CreativeLearningEnvironments, #MathematicsSelfEfficacy, #MathematicsAchievement, #PISA2022, #EducationalResearch, #CrossNationalStudy, #StructuralEquationModeling, #SocialCognitiveTheory, #GroupSocializationTheory, #MathEducation, #EducationalPsychology, #CreativeEducation, #StudentAchievement, #InternationalEducation, #LearningEnvironments, #AcademicPerformance, #EducationPolicy, #STEMEducation, #ResearchFindings, #EducationalInnovation,

Comments

Post a Comment

Popular posts from this blog

Hunting for Dark Matter The Cosmic Mystery

Image
"Hunting for Dark Matter: The Cosmic Mystery" refers to the ongoing scientific efforts to detect and understand dark matter, a form of matter that does not emit, absorb, or reflect light, making it invisible and detectable only through its gravitational effects on visible matter. Dark matter is believed to make up about 27% of the universe's total mass and energy, yet it remains one of the biggest mysteries in modern astrophysics and cosmology. Scientists are using various methods to search for dark matter, including: Direct Detection Experiments: These experiments aim to detect dark matter particles directly by observing their interactions with ordinary matter. They use highly sensitive detectors buried deep underground to avoid interference from cosmic rays and other particles. Indirect Detection: By looking for the remnants of dark matter interactions, such as gamma rays, neutrinos, or antimatter, researchers hope to find evidence of dark matter. This approach invol...
Read more