Date of Award
9-2010
Document type
dissertation
Access Type
Open Access Dissertation
Degree Name
Doctor of Education (EdD)
Degree Program
Education (also CAGS)
First Advisor
Sharon F. Rallis
Second Advisor
Lisa A. Keller
Third Advisor
David A. Cort
Subject Categories
Education
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.
DOI
https://doi.org/10.7275/1667317
Recommended Citation
Afolabi, Kolajo Akinbiyi, "Relationship Of Self-Efficacy Beliefs Of Urban Public School Students To Performance On A High-Stakes Mathematics Test" (2010). Open Access Dissertations. 262.
https://doi.org/10.7275/1667317
https://scholarworks.umass.edu/open_access_dissertations/262