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Relationship of self-efficacy beliefs of urban public school students to performance on a high-stakes mathematics test
Abstract
The purpose of this study was to examine the relationship of self-efficacy for Enlisting Social Resources, Self-Regulatory Efficacy, self-efficacy for Self-Regulated Learning, and self-efficacy for Academic Achievement (Bandura's Children's Self-Efficacy Scale, 2006) of urban public school students to performance on the high stakes Massachusetts Comprehensive Assessment System (MCAS) math test. A survey questionnaire was administered to eighty three participants and the data, analyzed using linear regression, conformed to the assumptions of Independence, Linearity, Normality, and Homoscedasticity. Self-Regulatory Efficacy, Academic Achievement, and Socio-economic Status were statistically significant bivariate predictors of performance on MCAS math test. Self-Regulatory Efficacy was the only consistent statistically significant predictor of MCAS math performance. Gender interaction with Self-Regulatory Efficacy was statistically significant in isolation but was not when other variables were accounted for.
Subject Area
Mathematics education|Educational tests & measurements|Secondary education
Recommended Citation
Afolabi, Kolajo A, "Relationship of self-efficacy beliefs of urban public school students to performance on a high-stakes mathematics test" (2010). Doctoral Dissertations Available from Proquest. AAI3427489.
https://scholarworks.umass.edu/dissertations/AAI3427489