To explore the relationship between both internal and external motivation, self-efficacy, and superficial, deep, and strategic approaches in studying with mathematics achievement, a cluster sample of 310 high school students was selected and the needed data collected from them. The instruments used to measure self-efficacy, and motivation, were all tested for internal consistency. Math achievement was assumed to be shown by the previous term's math score. Data analysis showed that self-efficacy, and then internal educational motivation, play the highest roles in math achievement. Furthermore, the study approach, especially the deep approach, acted as a mediator.
(2013). The role of educational motivation, self-efficacy, and study approaches in mathematics achievement. The Journal of New Thoughts on Education, 8(4), 81-102. doi: 10.22051/jontoe.2013.328
MLA
. "The role of educational motivation, self-efficacy, and study approaches in mathematics achievement", The Journal of New Thoughts on Education, 8, 4, 2013, 81-102. doi: 10.22051/jontoe.2013.328
HARVARD
(2013). 'The role of educational motivation, self-efficacy, and study approaches in mathematics achievement', The Journal of New Thoughts on Education, 8(4), pp. 81-102. doi: 10.22051/jontoe.2013.328
VANCOUVER
The role of educational motivation, self-efficacy, and study approaches in mathematics achievement. The Journal of New Thoughts on Education, 2013; 8(4): 81-102. doi: 10.22051/jontoe.2013.328
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