ROLE OF SOCIAL-COGNITIVE EXPECTATIONS IN HIGH-SCHOOL-STUDENTS MATHEMATICS-RELATED INTEREST AND PERFORMANCE

This study tested path models of academic interest and performance tha t were derived from social-cognitive theory. Two samples of high schoo l students took part in the study: 151 geometry students and 145 advan ced algebra students. Measures of objective math ability, perceived so urces of efficacy information, outcome expectations, course-specific s elf-efficacy, interest in mathematics and science activities, and math course grades were obtained. Results were generally consistent with c ausal models in which (a) several types of direct and vicarious experi ence give rise to math self-efficacy percepts, (b) self-efficacy and o utcome expectations predict subject matter interest, and (c) self-effi cacy partially mediates the effect of ability on course grades. Implic ations for the further extension of social-cognitive theory to career and educational research and practice are discussed.