Purpose: Research has demonstrated a strong correlation between mathematics self-efficacy and math performance. Middle school children are increasingly receiving solution-focused brief therapy (SFBT), which is a type of psychotherapy. The study intends to use SFBT intervention to improve mathematics self-efficacy of students and to determine whether SFBT intervention was effective. To examine whether Rasch model can be used to evaluate students’ mathematics self-efficacy.
Methods: This study intends to use Radar chart, Rasch model, Line chart to measure the variations of mathematics self-efficacy of three 8th graders (n=3) during SFBT intervention.
Results: Radar chart and Rasch model demonstrated a general increment in the mathematics self-efficacy of two pupils, while another one decreased. Additionally, three students showed a decline in their mathematics self-efficacy on particular mathematical problems using a line chart.
Conclusion: Overall, students with varied degrees of self-efficacy in math benefited from SFBT interventions, which partially supports the usefulness of SFBT as a tool for assessing students’ mathematics self-efficacy. It supported that Rasch model can reflected the changes in students’ mathematics self-efficacy. This study provides guidance for measuring the improvement of students’ academic self-efficacy through SFBT intervention using Rasch model.

Keywords: mathematics self-efficacy, solution-focused brief therapy intervention, radar chart, wright map


中文翻译：

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对数学自我效能感的干预：以解决方案为中心的简短疗法

目的：研究表明数学自我效能感与数学成绩之间存在很强的相关性。中学生越来越多地接受以解决为中心的短期治疗（SFBT），这是心理治疗的一种。本研究拟利用SFBT干预来提高学生的数学自我效能感，并确定SFBT干预是否有效。探讨Rasch模型能否用于评价学生的数学自我效能感。
方法：本研究拟采用雷达图、Rasch模型、折线图测量三名八年级学生（n=3）在SFBT干预期间数学自我效能感的变化。
结果：雷达图和Rasch模型显示，两名学生的数学自我效能感普遍提高，而另一名学生的数学自我效能感则有所下降。此外，三名学生使用折线图显示了他们在特定数学问题上的数学自我效能感下降。
结论：总体而言，不同程度的数学自我效能感的学生都从 SFBT 干预中受益，这在一定程度上支持了 SFBT 作为评估学生数学自我效能感的工具的有用性。支持Rasch模型能够反映学生数学自我效能感的变化。本研究为使用Rasch模型通过SFBT干预衡量学生学业自我效能感的提高提供了指导。

关键词：数学自我效能感、以解决方案为中心的简短治疗干预、雷达图、赖特图