Relationship of Self-Efficacy Beliefs of Urban Public School Students to Performance on a High-Stakes Mathematics Test

Autor/in	Afolabi, Kolajo A.
Titel	Relationship of Self-Efficacy Beliefs of Urban Public School Students to Performance on a High-Stakes Mathematics Test
Quelle	(2010), (98 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Massachusetts Amherst
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-1948-3
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; Socioeconomic Status; Self Efficacy; Mathematics Tests; Regression (Statistics); Academic Achievement; Urban Schools; High Stakes Tests; Questionnaires; Predictor Variables; Self Control; Gender Differences; Mathematics Achievement; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Self-efficacy; Selbstwirksamkeit; Regression; Regressionsanalyse; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fragebogen; Prädiktor; Selbstbeherrschung; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Master-Studiengang
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10