Role of Social-Cognitive Expectations in High School Students' Mathematics-Related Interest and Performance.

Lopez, Frederick G.; And Others

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Peer reviewed

ERIC Number: EJ544082

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0167

EISSN: N/A

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Role of Social-Cognitive Expectations in High School Students' Mathematics-Related Interest and Performance.

Lopez, Frederick G.; And Others

Journal of Counseling Psychology, v44 n1 p44-52 Jan 1997

Tested path models of academic interest and performance that were derived from social-cognitive theory. Results supported a model in which ability helps determine self-efficacy. Findings suggest that social-cognitive theory helps explain the academic behavior of high school students that can be key to their later career options. (RJM)

Descriptors: Academic Achievement, Adolescents, Career Choice, Cognitive Structures, Expectation, High School Students, High Schools, Mathematical Aptitude, Path Analysis, Self Efficacy, Social Cognition

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A