1 A Comparative Analysis of Mathematics Self-Efficacy of Developmental and Non-Developmental Freshman Mathematics Students

Students ’ ability to learn mathematics has been the concern of researchers for many years. Previous mathematics achievement has dominated the research landscape concerning student success in mathematics. Not until recently has there been a great deal of discussion about students and their belief system concerning mathematics. Researchers (Campbell & Hackett, 1986; Hackett, Betz, O’Halloran, & Romac, 1990) have determined that previous mathematics performance and perceived ability are both key elements for success in mathematics. Perception of ability to perform tasks and accomplish goals is defined by Bandura (1997) as perceived self-efficacy. Bandura asserts that this personal belief influences action, effort, perseverance, resilience to adversity, and realization of goals. Therefore, the beliefs associated with individual capability often determine outcomes before any action occurs. In addition, Bandura suggests that a triadic reciprocal relationship between the environment, interpersonal factors, and behaviors influence human functioning. With an understanding of how beliefs might affect outcomes, individuals can increase perceived self-efficacy and thus increase the likelihood of success in achieving desire