1
Ph D Student of the University of Teacher Training
2
Professor of the University of Teacher Training
Abstract
The present study investigates the relationship between perceived self–efficacy and performance on mathematics in a sample of third grade junior high school students in Tehran. The sample was comprised of 390 junior high school students who were selected randomly.
The Perceived Self–Efficacy Scale (Sherer, 1982) was administered and student grades in mathematics were obtained from the students report card. Data were analyzed using several statistical procedures including correlational and discriminant analysis (t- test) to investigate gender differences.
Results of the study showed that the relationship between perceived self – efficacy and math achievement is statistically significant. Males scored higher on self–efficacy than females, but these gender differences were not statistically significant. The results suggest that perception of self–efficacy plays an important role in math achievement.
Keramati, H., & Shahr-Arai, M. (2004). Investigating the relationship between self–perceived efficacy and performance on mathematics among junior high school students. Journal of Educational Innovations, 3(4), 103-115.
MLA
Hadi Keramati; Mehr-Naz Shahr-Arai. "Investigating the relationship between self–perceived efficacy and performance on mathematics among junior high school students". Journal of Educational Innovations, 3, 4, 2004, 103-115.
HARVARD
Keramati, H., Shahr-Arai, M. (2004). 'Investigating the relationship between self–perceived efficacy and performance on mathematics among junior high school students', Journal of Educational Innovations, 3(4), pp. 103-115.
VANCOUVER
Keramati, H., Shahr-Arai, M. Investigating the relationship between self–perceived efficacy and performance on mathematics among junior high school students. Journal of Educational Innovations, 2004; 3(4): 103-115.
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