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作者 Afolabi, Kolajo A
書名 Relationship of self-efficacy beliefs of urban public school students to performance on a high-stakes mathematics test
國際標準書號 9781124319483
book jacket
說明 97 p
附註 Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4348
Adviser: Sharon F. Rallis
Thesis (Ed.D.)--University of Massachusetts Amherst, 2010
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
School code: 0118
Host Item Dissertation Abstracts International 71-12A
主題 Education, Mathematics
Education, Tests and Measurements
Education, Secondary
Alt Author University of Massachusetts Amherst. Education
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