Publication:
Relationship Of Self-Efficacy Beliefs Of Urban Public School Students To Performance On A High-Stakes Mathematics Test

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dc.contributor.advisorSharon F. Rallis
dc.contributor.advisorLisa A. Keller
dc.contributor.advisorDavid A. Cort
dc.contributor.authorAfolabi, Kolajo Akinbiyi
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.date2023-09-22 22:27:13
dc.date.accessioned2024-04-26T19:47:28Z
dc.date.available2024-04-26T19:47:28Z
dc.date.issued9/1/10
dc.description.abstractThe 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.
dc.description.degreeDoctor of Education (EdD)
dc.description.departmentEducation (also CAGS)
dc.identifier.doihttps://doi.org/10.7275/1667317
dc.identifier.urihttps://hdl.handle.net/20.500.14394/38699
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1260&context=open_access_dissertations&unstamped=1
dc.source.statuspublished
dc.subjectAcademic
dc.subjectAchievement
dc.subjectMathematics
dc.subjectMCAS
dc.subjectSelf-Efficacy
dc.subjectUrban
dc.subjectEducation
dc.titleRelationship Of Self-Efficacy Beliefs Of Urban Public School Students To Performance On A High-Stakes Mathematics Test
dc.typedissertation
digcom.contributor.authorisAuthorOfPublication|email:afolabi@acad.umass.edu|institution:University of Massachusetts Amherst|Afolabi, Kolajo Akinbiyi
digcom.identifieropen_access_dissertations/262
digcom.identifier.contextkey1667317
digcom.identifier.submissionpathopen_access_dissertations/262
dspace.entity.typePublication
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