Exploring the relationship with academic self-efficacy and middle school students' performance on a high-stakes mathematics test (original) (raw)

2006

Abstract

This study investigates the relationship between middle school students’ academic self-efficacy and performance on the TAKS highstakes mathematics test. The baseline sample was (n=2,508) middle school students. Self-efficacy scores did not have a significant interaction with gender, but were found to decrease significantly (as do TAKS passing rates) as the grade level increased – a sobering trend. This study has major implications for pedagogy and curricular approaches and interventions.

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