Role of social-cognitive expectations in high school students' mathematics-related interest and performance.

Abstract

This study tested path models of academic interest and performance that were derived from social-cognitive theory. Two samples of high school students took part in the study: 151 geometry students and 145 advanced algebra students. Measures of objective math ability, perceived sources of efficacy information, outcome expectations, course-specific self-efficacy, interest in mathematics and science activities, and math course grades were obtained. Results were generally consistent with causal models in which (a) several types of direct and vicarious experience give rise to math self-efficacy percepts, (b) self-efficacy and outcome expectations predict subject matter interest, and (c) self-efficacy partially mediates the effect of ability on course grades. Implications for the further extension of social-cognitive theory to career and educational research and practice are discussed.

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