| 說明 |
97 p |
| 附註 |
Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4348 |
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Adviser: Sharon F. Rallis |
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Thesis (Ed.D.)--University of Massachusetts Amherst, 2010 |
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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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School code: 0118 |
| Host Item |
Dissertation Abstracts International 71-12A
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| 主題 |
Education, Mathematics
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Education, Tests and Measurements
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Education, Secondary
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0280
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0288
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0533
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| Alt Author |
University of Massachusetts Amherst. Education
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