The Role of Self- Efficacy, Task Value, and Achievement Goals in Predicting Learning Approaches and Mathematics Achievement

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Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 5 (2010) 942–947 WCPCG-2010 The role of self- efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement Hemin Khezri azara *, Masoud G. Lavasania, Ehsan Malahmadia, Javad Amania a Department of Educational Psychology and Counseling, University of Tehran, Tehran, Iran Received January 13, 2010; revised February 3, 2010; accepted March 25, 2010 Abstract Relations among self-efficacy, task value, achievement goals, learning approaches, and mathematics achievement were examined in a path analysis model. Results revealed self-efficacy exerted a direct, positive influence on task value, mastery goals, performance – approach goals, deep approach, and mathematic achievement; self efficacy influenced performance – avoidance goals negatively; task value had a direct effect on mastery goals and deep approach. While Mastery goals affected deep approach in a positive way, performance – avoidance and performance-approach goals had positive effects on surface approach. Deep approach had a direct positive effect on mathematics achievement while surface approach exerted a direct negative effect on it. © 2010 Elsevier Ltd. All rights reserved. Keywords: Self- efficacy, task value, achievement goals, learning approaches , Mathematics achievement. 1. Introduction Mathematics and factors influencing students' achievement or failure in it have always been a basic issue in education; however, despite the extensive line of research conducted and heavy budgets spent, there are still huge numbers of students who experience failure in mathematics each year (malekzade, 2005). Therefore, identifying factors affecting students' performance in this course and determining the size of these effects can be critically important in helping students

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