Session Information
24 SES 04.5 PS, General Poster Session
General Poster Session
Contribution
The motivational and affective states have been recognized as important factors that affect the success and failure at school, especially for pupils who though possessing intellectual capacities medium or above average, have a low academic performance in Mathematics (Almeida, Miranda, Salgado, & Martins, 2012). The relationship between self-efficacy and attitudes toward Mathematics has already been studied and it is recognized that there are subtle differences but also strong interrelations between these two concepts (Liu & Koirala, 2009). However is still missing an integrated approach of the relation of these variables with Maths achievement, and how that relation can be mediated by individual and socio-demographic variables. The purpose of this study is to analyse the relationship between attitudes, self-efficacy and Mathematics achievement, seeking to contribute to a better understanding of the factors that may explain the academic performance of middle school pupils.
Method
Expected Outcomes
References
Almeida, L., Miranda, L. C., Salgado, A. M., Silva, M. & Martins, V. A. (2012). Impacto da capacidade cognitiva e das atribuições causais no rendimento escolar na Matemática. Quadrante, 21(1), 55-66. Bidarra, M. G., & Almeida, M. M. (2014).Atitudes e atribuições causais do rendimento escolar em Matemática”, In F. Veiga (Coord.) Envolvimento dos Alunos na Escola: Perspetivas Internacionais da Psicologia e Educação/Students’ Engagement in School: International Perspectives of Psychology and Education. Lisboa: Instituto de Educação da Universidade de Lisboa. ISBN: 978-989-98314-8-3.2014. Liu, X., & Koirala, H. (2009). The Effect of Mathematics Self Efficacy on Mathematics Achievement of High School Students. NERA Conference Proceedings 2009. Paper 30.
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