The relationship between mathematical Self-Efficacy and Academic Motivation with emphasis on the moderating role of gender and Academic discipline
Subject Areas : Educational
nimtaj sayah sayari
1
,
mohammad mahdi shariat bagheri
2
,
farah Lotfi kashani
3
1 - Educational Psychology, Faculty of Humanities, Islamic Azad University, Central Tehran Branch, Tehran, Iran
2 - Assistant Professor, Department of Clinical-Education Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Associate Professor, Department of Medical Sciences, Tehran Branch, Islamic Azad University, Tehran, Iran
Keywords: Mathematical Self-Efficacy, Academic Motivation, Gender, Academic Discipline, Students,
Abstract :
The present study aimed to investigate the relationship between Mathematical Self-Efficacy and Academic Motivation with emphasis on the role of gender in students. The research method was descriptive correlation. The statistical population included all undergraduate students of Islamic Azad Universities of Tehran province in the academic year 1398-1399. 300 participants were selected as a sample by multi-stage cluster random sampling method. Instruments included self-made Mathematical Self-efficacy Questionnaire and Academic Motivation Scale (AMS) (Vallerand et.al, 1992). The results showed that all four components of The self-made Questionnaire were positively correlated with the Intrinsic and Extrinsic Motivation components in Vallerand Questionnaire and negatively correlated with Amotivation at the %1 level. The results of fisher test showed that gender significantly moderated the relationship between the components of Mathematical Self-Efficacy and Mathematical Self-Efficacy Stress and Extrinsic Academic Motivation. The type of academic discipline significantly modulated the link between the components of Mathematical Stress, General Mathematical Self-Efficacy, and Mathematical Anxiety with Extrinsic Academic Motivation
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