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

摘要: Summary and Hypotheses Prior research regarding the relation between parents’ goal-oriented practices students’ motivation achievement hastypically been studied apart from experiences children have inthe classroom context. To bridge this gap, we examined effectof changes in group-level perceptions of goals math teachersemphasize on self-efficacy beliefs across thetransition sixth to seventh grade, taking into account stu-dents’ parents emphasized for them inmathematics as well personal adopted beforeand after transition.Patterns individual-level change each variablesassessed transition grade wereexamined first. On basis findings reported by E. M. Ander-man Midgley (1997) et al. (1995), expectedefficacy decline (pre-sumably) experienced increasingly difficult mathematics. In addi-tion, mastery orientations teacher andparent emphasis were expected be-tween grades, perceived em-phases performance increase betweensixth grades.We further over time beliefs,anticipating that such would vary a function goal emphases. priorresearch (Urdan & Midgley, 2003) accord with modelproposed Maehr colleagues (E. Anderman Maehr,1994; Kaplan Maehr, 2002), an result anincrease beliefs, students’personal they toemphasize.Onthebasisoftheproposedmodel,weanticipatedthatperceived parent predict inself-efficacy butthat both effects efficacy beliefswould be small relative goalorientations.