An Assessment of a Social – Cognitive Model of Academic Performance in Mathematics in Argentinean Middle School Students

CUPANI M; MINZI R; PÉREZ E; PAUTASSI RM

LEARNING AND INDIVIDUAL DIFFERENCES

Elsevier

Año: 2010 vol. 20 p. 659 - 663

1041-6080

<!-- /* Font Definitions */ @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-1610611985 1073750139 0 0 159 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:10.0pt; margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-fareast-font-family:Calibri; mso-bidi-font-family:"Times New Roman"; mso-ansi-language:ES-AR;} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> This work tested, in a sample of Argentinean middle school students, a set of hypothesis derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory. To this aim, 277 students (male and female, age range: 13-15 yrs) were assessed using the following instruments: logical-mathematical self-efficacy scale, math outcome expectations, math performance goals and mathematics ability test. All this instruments had been adapted for its use in Argentinean students. Academic achievement in mathematics (i.e., grades obtained in regular school tests) was the variable to be modeled through the path analysis technique. The analysis allowed identifying interrelations among the variables as well as direct and indirect effects. Academic achievement in mathematics was partially explained by the model. Overall, the results support the theoretical postulates of the Social Cognitive Career Theory.