Relationship Of Self-Efficacy Beliefs Of Urban Public School Students To Performance On A High-Stakes Mathematics Test
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...
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| Format: | Others |
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ScholarWorks@UMass Amherst
2010
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| Online Access: | https://scholarworks.umass.edu/open_access_dissertations/262 https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1260&context=open_access_dissertations |
| Summary: | 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. |
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