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

• Main Author: Afolabi, Kolajo Akinbiyi
• Format: Others
• Published: ScholarWorks@UMass Amherst 2010
• Subjects: Academic; Achievement; Mathematics; MCAS; Self-Efficacy; Urban; Education
• Online Access: https://scholarworks.umass.edu/open_access_dissertations/262; https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1260&context=open_access_dissertations

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.