Mathematics achievement and self-efficacy: Relations with motivation for mathematics

被引：101
|
作者：
Skaalvik, Einar M. [1 ]
Federici, Roger A. [1 ]
Klassen, Robert M. [2 ]
机构：
[1] Norwegian Univ Sci & Technol, Dept Educ, N-7491 Trondheim, Norway
[2] Univ York, York YO10 5DD, N Yorkshire, England
来源：
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2015年 / 72卷
关键词：
Mathematics; Self-efficacy; Teacher support; Intrinsic motivation; Effort; Persistence; Help-seeking behavior; HELP-SEEKING; GENDER-DIFFERENCES; GOAL STRUCTURE; STUDENTS; SUPPORT; CLASSROOM; TEACHER; EXPECTATIONS; PERFORMANCE; PERCEPTION;
D O I：
10.1016/j.ijer.2015.06.008
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this study we analyzed if teacher support and student self-efficacy mediated the relations between students' grades in mathematics and different measures of mathematics motivation. Participants in the study were 823 Norwegian middle school students. Indicators of motivation were intrinsic motivation, effort, persistence, and help-seeking behavior. Data were analyzed by means of multiple regression and SEM analysis. The relations between students' grades and motivation were partly mediated through emotional support and self-efficacy. (C) 2015 Elsevier Ltd. All rights reserved.
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页码：129 / 136
页数：8
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