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

CUPANI, M.; RICHAUD, M. C; PÉREZ, E.; PAUTASSI, R.

Learning and individual Differences

Learning and Individual Differences

Año: 2010

1041-6080

This study tested a set of hypothesis 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, mathematic performance goals, and mathematic ability test. All of these instruments have been adapted for use in argentinean students. Academic achievement in mathematic (i.e., grades obtained on regular school exams) was the variable to be modeled through the path analyses technique. The analyses allowed identification of interrelations among the variables and identification of direct and indirect effects. Academic achievement in mathematics was especially explained by the model. Overall, the results support the theoretical postulates of social cognitive career theory.