An assessment of a social-cognitive model of academic performance in mathematics in Argentinean middle school students

MARCOS CUPANI; MARÍA CRISTINA RICHAUD DE MINZI; EDGARDO RAÚL PÉREZ ; RICARDO MARCOS PAUTASSI

Learning and Individual Differences

Editorial Board

Año: 2010 vol. 20 p. 659 - 663

1041-6080

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.