Changes in Efficacy Beliefs in Mathematics Across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases

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Classroom environment, achievement goals and maths performance: gender differences (2013, background): “A substantial body of literature showed that in early adolescence both classroom support (Ahmed et al. 2010; Bagaka’s 2011; Friedel et al. 2010) and achievement goals (Steinmayr, Bipp, and Spinath 2011; Wolters 2004) are related to academic performance, and these relationships are gender-moderated (”
Achievement Goal Orientations of Community College Mathematics Students and the Misalignment of Instructor Perceptions (2012, methodology): “This study uses a goal theory model of achievement motivation (Anderman & Maehr, 1994; Anderman & Midgley, 1997; Kaplan & Midgley, 1999), positing that students’ beliefs about their efficacy in learning are predicted by their personal achievement goals, which are immersed in sociocultural contexts a”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “If the students continue to believe that their teachers emphasise mastery goals, however, they appear to be immune to the harms and perils of the middle school transition and able to maintain their self-efficacy beliefs (Friedel et al., 2010).”