Self-Regulation, Goal Orientation, Self-Efficacy, Worry, and Math Achievement

This study used a structural equation paradigm to investigate the effects of self-regulated learning, self-efficacy, learning goal orientation, and worry on high-stakes mathematics achievement in a sample of (n=144) mathematically gifted high school students in southern California. Sex and prior math achievement (the Mathematics-Scholastic Achievement Test) were used as control variables. The self-report instrument used was the Self-Regulation Questionnaire by O'Neil, Sugrue, Abedi, Baker, and Golan (1992). Analyses showed that self-regulation was negatively related to worry, and surprisingly, not related to either prior or post mathematics achievement. Other results indicated that (1) self-efficacy mediates the relationship between prior and post mathematics achievement, is related to self-regulation, and is highly and negatively related to worry; (2) learning goal orientation is positively related to self-regulation and worry, and is not related to self-efficacy or Advanced Placement mathematics achievement; (3) the Math-Scholastic Achievement Test is related to Advanced Placement math achievement; and (4) worry is negatively related to Advanced Placement mathematics achievement. With respect to gender, boys were less worried and had higher self-efficacy than girls. Contains 80 references. (Author/MKR) Reproductions supplied by EDRS are the best that can be made from the original document