A structural model of mathematics achievement was tested with 117 male and 108 female high school seniors. Two attitude measures, 3 mathematics self-efficacy scales, and a mathematics achievement test were administered in the same order to all the subjects. Teacher-assigned marks in a selected mathematics course the subjects were taking were also obtained. The covariance matrices of boys and girls were analyzed with a 2-group LISREL procedure. The LISREL model specified mathematics self-efficacy as a mediator between mathematics attitude and achievement. The postulated model for similarly specified parameters was a good fit to the data for both boys and girls.This study examines the role of self-efficacy as a mediator between attitudes and achievement in mathematics. A selfefficacy perspective on the understanding of performance on specific tasks is well documented (

This two-part study examined the factor structure of the Teacher Efficacy Scale and correlations of this scale with the teaching behaviors of 435 student-teacher interns. The two resulting factors accounted for about 18% of the variance, and only three significant but small correlations were observed between the Personal Teacher Efficacy factor and lesson presenting, questioning, and classroom management behaviors.

Because of a marked increase in the Canadian immigrant and refugee population in recent years, school psychologists today are frequently called upon to make recommendations concerning the learning needs of students from many diverse backgrounds and cultures. The purpose of this study was to examine possible gender as well as cultural differences in mathematics attitude, achievement, and self-efficacy between Canadian high school students and English-speaking high school students from a northern city in India. Although the participants, tested in their home countries, were administered the same battery of measures, the findings revealed, among other things, significant multivariate and corresponding univariate country, gender, and country x gender interaction effects. The importance of these findings for the practice of school psychology is discussed.

The present study was an attempt to examine the learning environment and the intellectual variables of grades 8 and 11 classes from rural and urban settings representing mathematics, science, social studies, and English courses. Ninety-six classrooms provided the data. Significant multivariate main effects were obtained on locale (rural and urban) and grade (8 and 11). Significant univariate main effects and interactions are discussed in relation to the previous research and theory. Specific educational implications of the results of the present study are pointed out. 265 at Kungl Tekniska Hogskolan / Royal Institute of Technology on July 4, 2015 http://aerj.aera.net Downloaded from and Michayluk Anderson, G. J. Effects of teacher sex and course content on the social climate of learning. AERA Abstracts, 1970, 40. (a) Anderson, G. J. Effects of classroom social climate on individual learning.

A Saskatchewan sample of 191 (99 boys and 92 girls) and a Western Australian sample of 134 (49 boys and 85 girls) Grade 12 students were administered the Mathematics Achievement Test, Mathematics Self-efficacy Scale, and Mathematics Attitude Inventory. Total scores on two derived parallel forms of the Mathematics Achievement Test, three subscales of the Mathematics Self-efficacy Scale (daily, problems, and courses), and two derived attitude measures of the Mathematics Attitude Inventory, analyzed in a 2 × 2 multivariate analysis of variance design with gender and locale as the fixed factors, as expected, showed effects for gender, locale, and their interaction were significant. These results are related to the previous reports on these variables; instructional and theoretical implications are discussed.

No abstract

No abstract

A test to measure attitude toward the learning of French as a second language (ALFS) was developed. Measures of motivational intensity and orientation were modified to fit the local situation. Estimates of internal consistency (XH-20) of these instruments were obtained. It was found that ALFS spanned a four-dimensional space and the factors were labelled utilitarian-, aestheticism-, tolerance-, and projection-attitude. A stepwise regression analysis revealed that tolerance and motivational intensity were the most effective of the seven competing predictors of achievement in French, accounting for 27.8 per cent of the variance, whereas the entire set of predictors accounted for 30.6 per cent of the variance.As early as the 1940s it was recognized that the factors of aptitude and intelligence alone could not account for the large degree of variation in levels of achievement in second language acquisition. Studies soon began to place considerable importance on the attitudes and motivation of the learner.One of the first comprehensive investigations specifically related to the effect of affective variables on second language acquisition was that of Dunkel (1948) although Larsen, Wittenborn, and Giesecke (1942) had already found that significantly more of the high achievers in college German showed an interest in German and had a desire to master the language.Jordan (1941) also assessed attitudes toward five school subjects, including French, of 231 boys in North London. He found that attitude toward French tended to be most favourable during the first year of study and then declined steadily. He also found this attitude to vary with the general standard of academic attainment, the brightest forms having the most positive attitude. It was also noted that achievement was related to the utilitarian motives of the Ss. Pritchard (1935) had earlier arrived at similar conclusions.Jones (1949, 1950) assessed the effects of home background, sex, year level, and intelligence on attitude and achievement in Welsh. He found that positive attitude declined with experience in the subject and with increased age. There was a statistically significant sex difference in attitude scores, girls showing a more favourable attitude toward Welsh than " We are grateful to the unknown reviewers and the editor for their valuable comments and suggestions.