The Influence Of Time Perspective, Time Pressure And Success Or Failure Feedback On High-school Students’ Mathematics Self-efficacy

Mathematics self-efficacy as a special field of self-efficacy research is one of individual withmathematics can use the abilities or the skills to successfully completed the mathematics academic tasksand related behavior a kind of confidence degree of evaluation. As like self-efficacy, Mathematicsself-efficacy affected by individual personality traits, the state of mind, the influence of environment is asubjective and self-evaluative judgment and feelings. Different personality traits of the individual also canexhibit different mathematics self-efficacy in the same situation.In this study, we examine the extent to predicting the influence of mathematics self-efficacy,which in three qualitatively different types of time perspective, the success or failure feedback and the high/low time pressure. From a basic science perspective, these findings extend our theoretical and practicalimplications that help to find the most suitable method for different types of time perspective individual toform positive mathematics self-efficacy, alleviate part of students mathematics anxiety, further analysis ofthe influencing factor characteristics of students’ mathematics self-efficacy and so on.This study included a pre-experiment, two formal experiment. Pre-experiment mainly defined theHigh/Low time pressure. Formal experiments were performed using a3(time perspective: pass, present,future)×2(time pressure: high, low)×2(gender: male, female) subjects design. The goals of formalexperiments were to determine the influence of mathematics self-efficacy under the two situation: Insuccess feedback situations, high/low time pressure, different time perspective and different gendercombine effected to the mathematics self-efficacy. In failure feedback situations, high/low time pressure,different time perspective and different gender combine effected to the mathematics self-efficacy. The experimental procedure used E-Prime. Success/failure feedback situations were designed depending onRaven’s Progressive Matrices.As stated above, the main conclusions of this study as follows:（1）It is significant that time perspective main effects on the general mathematics self-efficacyand the specific mathematics self-efficacy in success feedback situations. There is significantly interactionamong gender, time pressure and time perspective on the specific mathematics self-efficacy. The maineffect of time Perspective in learning knowledge self-efficacy dimension is significant. There aresignificant interaction on gender, time pressure and time perspective in problem-solving self-efficacy,practical application self-efficacy, and scientific inquiry self-efficacy dimension.（2）There is significantly interaction among gender, time pressure and time perspective on thegeneral mathematical self-efficacy in failure feedback situations. It is also significant to demonstrate effectsof time perspective main effects, time pressure and gender interaction, time perspective and genderinteraction on the general mathematics self-efficacy.（3）There is significantly interaction between gender and time pressure, gender and timeperspective on the specific mathematical self-efficacy in failure feedback situations. It manifestsignificantly time pressure and gender interaction, time perspective and gender interaction on the learningknowledge self-efficacy dimension. It express significantly that time perspective main effects, timepressure and gender interaction, time perspective and gender interaction, time pressure and time perspectiveon the learning methods self-efficacy dimension. In scientific inquiry self-efficacy dimension, it alsoindicate significantly that time pressure and gender interaction, time perspective and gender interaction. In problem-solving self-efficacy and practical application self-efficacy dimension, it is significant that timepressure and gender interaction.