The study examined individual factors and social factors that influence adolescent studentsʼ achievement in mathematics. The predictive model suggested direct positive effects of student intelligence, self-rated openness and parental education on achievement in mathematics, whereas direct effects of extraversion on measures of achievement were negative. Indirect positive effects of intelligence, self-rated conscientiousness, student-perceived mathematics teacherʼs press for understanding and mastery goal, and a negative effect of student-rated parental academic pressure on course achievement were mediated through the studentsʼ self-efficacy in mathematics. The findings highlight the important role that individual differences in ability and personality, as well as student perceptions of parent and teacher academically related variables, play in the studentsʼ performance in mathematics.
| Jezik: | Angleški jezik |
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| Ključne besede: | matematika, starši, mladostniki, učitelji, učenci, starševsko vključevanje, individualne razlike, učna uspešnost, prepričanja, adolescents, academic achievement, mathematics, teachers, students, parental involvement, parents, individual differences |
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| Vrsta gradiva: | Delo ni kategorizirano (r6) |
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| Tipologija: | 1.01 - Izvirni znanstveni članek |
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| Organizacija: | FF - Filozofska fakulteta |
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| Leto izida: | 2013 |
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| Št. strani: | str. 523-551 |
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| Številčenje: | Vol. 33, no. 4 |
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| UDK: | 37.015.3:159.953.5 |
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| ISSN pri članku: | 0272-4316 |
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| DOI: | 10.1177/0272431612450949  |
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| COBISS.SI-ID: | 49405794 |
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| Število ogledov: | 971 |
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| Število prenosov: | 427 |
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| Metapodatki: |     |
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| Skupna ocena: | (0 glasov) |
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| Vaša ocena: | Ocenjevanje je dovoljeno samo prijavljenim uporabnikom. |
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