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ERIC Number: EJ876295
Record Type: Journal
Publication Date: 2010-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0022-0663
Changes in Efficacy Beliefs in Mathematics across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases
Friedel, Jeanne M.; Cortina, Kai S.; Turner, Julianne C.; Midgley, Carol
Journal of Educational Psychology, v102 n1 p102-114 Feb 2010
This study examined the effects of change in teacher goal emphases on students' efficacy beliefs in mathematics across the transition to middle school. The sample (N = 929) included primarily White (65%) and Black (27%) students, and approximately one third received free or reduced-fee lunch. Analyses grouped children by cross-classification of teachers (N = 53 elementary and N = 34 middle school teachers). On average, students' efficacy beliefs remained stable and relatively high across the transition. Compared with their elementary school teacher, children reported declines in both perceived teacher mastery and performance goal emphases in middle school. A cross-classified hierarchical linear model was used to estimate the effects of perceived teacher and parent goal emphases during 6th and 7th grades on changes in students' efficacy beliefs. An increase in self-efficacy beliefs from elementary to middle school was predicted by an increase in group-level perceptions of teachers' mastery goal emphasis, even after controlling for parents' goal emphases. These findings underscore the important role that both teachers' and parents' goal emphases play as children develop a sense of efficacy in mathematics. (Contains 4 tables and 3 figures.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 6; Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey