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Exploring the relationship with academic self-efficacy and middle school students' performance on a high-stakes mathematics test
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instruments using a regression to determine the relationship between academic self-efficacy and math scores. High self-efficacy scores were consistent with mean TAKS scores across both schools and among grade levels. TAKS scores and self-efficacy scores decreased across the middle school experience with both schools. However, there is a decrease in mathematics test scores as students progress through the middle school grades. This pattern is evident in both the lower socioeconomic and the higher socioeconomic middle school samples. There is a decrease in students’ self-efficacy scores as they progress through the middle school experience across socioeconomic status variables. These patterns are consistent with both sample populations.A two-way ANOVA indicated that self-efficacy scores were significantly influenced by the school attended: F(1,790) = 5.181, p = .023. There was not a significant influence from gender (F(1, 790) = .049, p = .825), nor was there significant interaction between school and gender (F(1,790)=1.879, p = .171). The positive correlation (r = .215) between individual students’ TAKS and self-efficacy scores is highly statistically significant (n = 406, p < .001). This study supports the PME goals by seeking to further a deeper understanding of major psychological aspects of learning and teaching mathematics. Additional related detail appears in Blake, Lesser, Perez, Fonseca, Jablonski, and Gallo (2006).
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.
Educational Psychologist, 28 (2), 117-148.
Bandura, A. (1988). Perceived self-efficacy: Exercise of control through self-belief. In J. P. Dauwalder, M. Perrez, & V. Hobi (Eds.), Annual series of Euporean research
in behavior therapy, 2, 27-59. Lisse, The Netherlands: Swets & Zeitlander.
Bandura. A. (1986). Social foundations of thought and action: A social cognitive theory.
Upper Saddle River, New Jersey: Prentice-Hall.
Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-regulatory
mechanisms. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38, pp. 69-164). Lincoln: University of Nebraska Press.
Blake, S., Lesser, L., Perez, S., Fonseca, C., Jablonski, C., Gallo, M. (2006). Self-efficacy as an
indicador of success on high-stakes tests with middle school students. Paper presented at Lineae Terrarum: International Border Conference, El Paso, Texas.
Fouad, N.A., Smith, P.L., & Enochs, L. G. (1997). Reliability and validity evidence for middle school self-efficacy scale. Measurement and Evaluation in Counseling and Development, 30(1), 17-31.Pajares, F. (1996). Self-efficacy beliefs and mathematical problem solving of gifted students.
Contemporary Educational Psychology, 21 (4), 325-344.
Schunk, D.H. (1995). Self-efficacy and education and instruction. In J.E. Maddux (Ed.) Self-
Efficacy, Adaptation, and Adjustment: Theory, Research, and Application (pp.281-303). New York: Plenum Press.
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| | Authors: Blake, Sally., Lesser, Larry., Perez, Solanja., Fonseca, Carol., Jablonski, Carolyn. and Gallo, Marco. |
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instruments using a regression to determine the relationship between academic self-efficacy and
math scores.
High self-efficacy scores were consistent with mean TAKS scores across both schools and
among grade levels. TAKS scores and self-efficacy scores decreased across the middle school
experience with both schools. However, there is a decrease in mathematics test scores as
students progress through the middle school grades. This pattern is evident in both the lower
socioeconomic and the higher socioeconomic middle school samples. There is a decrease in
students’ self-efficacy scores as they progress through the middle school experience across
socioeconomic status variables. These patterns are consistent with both sample populations.
A two-way ANOVA indicated that self-efficacy scores were significantly influenced by the
school attended: F(1,790) = 5.181, p = .023. There was not a significant influence from gender
(F(1, 790) = .049, p = .825), nor was there significant interaction between school and gender
(F(1,790)=1.879, p = .171). The positive correlation (r = .215) between individual students’
TAKS and self-efficacy scores is highly statistically significant (n = 406, p < .001).
This study supports the PME goals by seeking to further a deeper understanding of major
psychological aspects of learning and teaching mathematics. Additional related detail appears in
Blake, Lesser, Perez, Fonseca, Jablonski, and Gallo (2006).
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.
Educational Psychologist, 28 (2), 117-148.
Bandura, A. (1988). Perceived self-efficacy: Exercise of control through self-belief. In J.
P. Dauwalder, M. Perrez, & V. Hobi (Eds.), Annual series of Euporean research
in behavior therapy, 2, 27-59. Lisse, The Netherlands: Swets & Zeitlander.
Bandura. A. (1986). Social foundations of thought and action: A social cognitive theory.
Upper Saddle River, New Jersey: Prentice-Hall.
Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-regulatory
mechanisms. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on
motivation (Vol. 38, pp. 69-164). Lincoln: University of Nebraska Press.
Blake, S., Lesser, L., Perez, S., Fonseca, C., Jablonski, C., Gallo, M. (2006). Self-efficacy as an
indicador of success on high-stakes tests with middle school students. Paper presented at
Lineae Terrarum: International Border Conference, El Paso, Texas.
Fouad, N.A., Smith, P.L., & Enochs, L. G. (1997). Reliability and validity evidence for middle
school self-efficacy scale. Measurement and Evaluation in Counseling and Development,
30(1), 17-31.
Pajares, F. (1996). Self-efficacy beliefs and mathematical problem solving of gifted students.
Contemporary Educational Psychology, 21 (4), 325-344.
Schunk, D.H. (1995). Self-efficacy and education and instruction. In J.E. Maddux (Ed.) Self-
Efficacy, Adaptation, and Adjustment: Theory, Research, and Application (pp.281-303). New
York: Plenum Press.
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