The present study investigated the mediating role of academic self-efficacy in the relationship between goal orientation and math performance. Participants were 297 girls (149) and boys (148), students aged 16-18 were selected from ten high schools in two areas of Shiraz. Participants completed the Goal-orientation Scale & Academic self-efficacy Scale and mathematics' score was used as a mathematics performance. To examine reliability of measures, Cronbach alpha coefficient, and to determine validity, factor analysis was used. The path diagram of hypothetical model was tested by simultaneous regression analysis, according to steps recommended by Baron and Kenny (1986). Results showed that: a) Mastery- Approach goal was positive predictor for mathematics performance, b) Performance-Avoidance goal was negative predictor for mathematics performance, c) The relationship between Mastery-Avoidance goal and performance-approach goal and mathematics performance were not significant in the final model, d) Academic self-efficacy was a mediator between Goal orientation and mathematics performance, and e) Mathematics performance of girls was better than boys
Shams, F., & Tabebordbar, F. (2011). Mediating Role of Academic Self-efficacy for Goal Oriantation and Math Performance. Psychological Models and Methods, 1(3), 82-95.
MLA
Fatemeh Shams; Fariba Tabebordbar. "Mediating Role of Academic Self-efficacy for Goal Oriantation and Math Performance". Psychological Models and Methods, 1, 3, 2011, 82-95.
HARVARD
Shams, F., Tabebordbar, F. (2011). 'Mediating Role of Academic Self-efficacy for Goal Oriantation and Math Performance', Psychological Models and Methods, 1(3), pp. 82-95.
VANCOUVER
Shams, F., Tabebordbar, F. Mediating Role of Academic Self-efficacy for Goal Oriantation and Math Performance. Psychological Models and Methods, 2011; 1(3): 82-95.
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