Fg. Lopez et al., ROLE OF SOCIAL-COGNITIVE EXPECTATIONS IN HIGH-SCHOOL-STUDENTS MATHEMATICS-RELATED INTEREST AND PERFORMANCE, Journal of counseling psychology, 44(1), 1997, pp. 44-52
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.