THE ROLE OF SELF-EFFICACY, TASK VALUE, ACHIEVEMENT GOALS AND COGNITIVE ENGAGEMENT IN MATHEMATICS ACHIEVEMENT: TESTING A CAUSAL MODEL

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GHOLAMALI LAVASANI MASOUD; HEJAZI ELAHEH; KHEZRIAZAR HEMIN

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Journal: JOURNAL OF EDUCATIONAL INNOVATIONS Year:2012 | Volume:11 | Issue:41 Page(s): 7-28

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Title

THE ROLE OF SELF-EFFICACY, TASK VALUE, ACHIEVEMENT GOALS AND COGNITIVE ENGAGEMENT IN MATHEMATICS ACHIEVEMENT: TESTING A CAUSAL MODEL

Author(s)

GHOLAMALI LAVASANI MASOUD | HEJAZI ELAHEH | KHEZRIAZAR HEMIN | Issue Writer Certificate

Keywords

SELF-EFFICACYQ2

TASK VALUEQ2

ACHIEVEMENT GOALSQ2

COGNITIVE ENGAGEMENTQ1

MATHEMATICS ACHIEVEMENTQ2

Abstract

The purpose of this study was to investigate the effect of SELF-EFFICACY, TASK VALUE, mastery, performance-approach, performance-avoidance and COGNITIVE ENGAGEMENT on students’ MATHEMATICS ACHIEVEMENT using path analysis.280 third grade high school students majoring in mathematics in a high school in the city of Mahabad participated in the study. The studentsfilled out Middleton and Midgley’s Mathematics SELF-EFFICACY Questionnaire (1997), Midgley et. al’s ACHIEVEMENT GOALS Scale (2000), Pintrich et. al’s TASK VALUE Subscale (1991), and Kember et. al’s Deep and Surface Learning Strategy Subscale (2004). The results of path analysis revealed that the exogenous variables of SELF-EFFICACY and TASK VALUE exerted a direct, positive and significant effect on MATHEMATICS ACHIEVEMENT. The direct effect of SELF-EFFICACY on mastery, performance– approach and performance – avoidance goals, as well as deep COGNITIVE ENGAGEMENT was also significant. TASK VALUE had an indirect significant effect on MATHEMATICS ACHIEVEMENT with mastery goals and deep COGNITIVE ENGAGEMENT being the mediating variables, however, the indirect effect of selfefficacy on MATHEMATICS ACHIEVEMENT was not significant. Mastery goals had an indirect, positive and significant effect on MATHEMATICS ACHIEVEMENT, while deep and surface learning strategies were the mediating variables. on the other hand, performance-approach and performance-avoidance goals had an indirect negative effect on MATHEMATICS ACHIEVEMENT through surface COGNITIVE ENGAGEMENT. The direct effect of deep COGNITIVE ENGAGEMENT on MATHEMATICS ACHIEVEMENT was not significant, however, surface COGNITIVE ENGAGEMENT had a direct, negative and significant effect on MATHEMATICS ACHIEVEMENT.

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APA: Copy

GHOLAMALI LAVASANI, MASOUD, HEJAZI, ELAHEH, & KHEZRIAZAR, HEMIN. (2012). THE ROLE OF SELF-EFFICACY, TASK VALUE, ACHIEVEMENT GOALS AND COGNITIVE ENGAGEMENT IN MATHEMATICS ACHIEVEMENT: TESTING A CAUSAL MODEL. JOURNAL OF EDUCATIONAL INNOVATIONS, 11(41), 7-28. SID. https://sid.ir/paper/75470/en

Vancouver: Copy

GHOLAMALI LAVASANI MASOUD, HEJAZI ELAHEH, KHEZRIAZAR HEMIN. THE ROLE OF SELF-EFFICACY, TASK VALUE, ACHIEVEMENT GOALS AND COGNITIVE ENGAGEMENT IN MATHEMATICS ACHIEVEMENT: TESTING A CAUSAL MODEL. JOURNAL OF EDUCATIONAL INNOVATIONS[Internet]. 2012;11(41):7-28. Available from: https://sid.ir/paper/75470/en

IEEE: Copy

MASOUD GHOLAMALI LAVASANI, ELAHEH HEJAZI, and HEMIN KHEZRIAZAR, “THE ROLE OF SELF-EFFICACY, TASK VALUE, ACHIEVEMENT GOALS AND COGNITIVE ENGAGEMENT IN MATHEMATICS ACHIEVEMENT: TESTING A CAUSAL MODEL,” JOURNAL OF EDUCATIONAL INNOVATIONS, vol. 11, no. 41, pp. 7–28, 2012, [Online]. Available: https://sid.ir/paper/75470/en

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