Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective
Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective
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DOI：
10.1016/j.cedpsych.2018.01.007
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发表时间：
2018-04-01
影响因子：
10.3
通讯作者：
Svetleff, Zvetomira
中科院分区：
文献类型：
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作者：
Grigg, Sara;Perera, Harsha N.;Svetleff, Zvetomira
本研究借鉴社会认知视角，探讨了早期和中期青少年数学自我效能感、兴趣、愿望和成就之间相互作用的综合模型。基于大约 400 名学生的短期纵向数据，使用完全潜在结构方程分析进行分析，建立必要的纵向不变性水平，结果表明：(a) 数学自我效能感使用班级成绩和标准化考试分数操作化来积极预测数学成绩； (b) 以前的数学成绩可以正向预测数学自我效能的基础水平，但不能预测自我效能的变化； (c) 数学兴趣和意图随着时间的推移是相互联系的； (d) 先前的数学兴趣正向预测随后的数学自我效能感，而反之则不然。值得注意的是，在考虑结果的先前方差以及已知协变量的影响的同时观察了所有影响。目前的研究结果有助于理解数学成就和选择教育途径所涉及的动机过程，并表明如果成就和选择结果都受到威胁，多维干预可能是最有利可图的。
Drawing on social cognitive perspectives, the present study examined an integrative model of the interplay among math self-efficacy, interests, aspirations, and achievement among early and middle adolescents. Based on short-term longitudinal data from approximately 400 students, analyses using fully latent structural equation analyses, establishing requisite levels of longitudinal invariance, revealed that (a) math self-efficacy positively predicted math achievement using both class grades and standardized test score operationalizations; (b) prior math achievement positively predicted basal levels of math self-efficacy but not changes in self-efficacy; (c) math interest and intentions were reciprocally linked over time; and (d) prior math interest positively predicted subsequent math self-efficacy whereas the opposite was not true. Notably, all effects were observed while accounting for prior variance in outcomes as well as the effects of known covariates. The current findings contribute to understandings of the motivational processes involved in math achievement and choosing educational pathways, and suggest that multidimensional interventions may be most profitable if both achievement and selection outcomes are at stake.