An Assessment of a Social-Cognitive Model of Academic Performance in Mathematics in Argentinean Middle School Students

Autor/inn/en	Cupani, Marcos; de Minzi, Maria Cristina Richaud; Perez, Edgardo Raul; Pautassi, Ricardo Marcos
Titel	An Assessment of a Social-Cognitive Model of Academic Performance in Mathematics in Argentinean Middle School Students
Quelle	In: Learning and Individual Differences, 20 (2010) 6, S.659-663 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2010.03.006
Schlagwörter	Middle School Students; Self Efficacy; Mathematics Achievement; Academic Achievement; Correlation; Path Analysis; Social Cognition; Foreign Countries; Hypothesis Testing; Goal Orientation; Mathematics Tests; Mathematics Skills; Measures (Individuals); Careers; Argentina + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Korrelation; Pfadanalyse; Soziale Kognition; Ausland; Hypothesenprüfung; Hypothesentest; Zielorientierung; Zielvorstellung; Mathematics ability; Messdaten; Career; Karriere; Argentinien
Abstract	This study tested a set of hypotheses derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory in a sample of Argentinean middle school students. To this aim, 277 students (male and female; age: 13-15 years) were assessed using the following instruments: logical-mathematical self-efficacy scale, mathematics outcome expectations, mathematics performance goals, and mathematics ability test. All of these instruments had been adapted for use in Argentinean students. Academic achievement in mathematics (i.e., grades obtained on regular school exams) was the variable to be modeled through the path analysis technique. The analysis allowed identification of interrelations among the variables and identification of direct and indirect effects. Academic achievement in mathematics was partially explained by the model. Overall, the results support the theoretical postulates of Social Cognitive Career Theory. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10