Reference Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), Bandura, A.

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1 Reference Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), Bandura, A. (1977). Social learning theory. Prentice-Hall, Englewood Cliffs, NJ. Bandura, A. (1986). Social foundations of thought and action: A cognitive theory. Prentice-Hall, Englewood Cliffs, NJ. social Bandura, A. (1997). Self-efficacy: The exercise of control, freeman. New York. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behaviour, 23, Bong, M. (1997). Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology, 89(4), Bong, M., & Skaalvik E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), Browne, M. W., & Cudeek, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp ). Newburry Park, CA: Sage. Browne, M. W., & Cudeck, R. (1989). Single sample cross validation indices for covariance structures. Multivariate Behavioral Research, 24(4), Byrne, B. M., & Shavelson, R. J. (1986). On the structure of adolescent self-concept. Journal of Educational Psychology, 78, Choi, N. (2005). Self-efficacy and self-concept as predictors of college students academic performance. Psychology in the schools, 42(2), Cooley, C. H. (1920). Human nature and social order. New York: Scribner s. Feltz, D. L. (1982). Path analysis of the causal elements in Bandura s theory of self-efficacy and an anxiety-based model of avoidance behaviour. Journal of Personality and Social Psychology, 42, Guarino, A. J. (2004). A comparison of first and second generation multivariate analyses: Canonical correlation analysis and structural equation modelling. Florida Journal of Educational Research, 42,

2 Lent, R. W., & Brown, S. D. (1997). Discriminant and predicative validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44(3), Lent, R. W., Brown, S. D., & Larkin K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33(3), Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984). Effect of self-efficacy, goals, and task strategies on task performance. Journal of Applied Psychology, 69(2), Rogers, C. (1951). Client-centered therapy. Boston: Houghton Mifflin. Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematic performance correspondence. Journal for Research in Mathematics Education, 20, Hair, J. F., Anderson, R. E., Tatham, R. L., & Black W. C. (1998). Multivariate data analysis (5 th ed.). Upper Saddle River, NJ; London: Prentice-Hall. Harter, S. (1982). The perceived competence scale for children. Child Development, 53, Hensley, W. E. (1992). The theoretical intersection of the looking-glass-self and social penetration. Paper presented at the Annual Meeting of the Speech Communication Association, Chicago. (ERIC Document Reproduction Service No.ED351742) House, J. D (2006). Mathematics beliefs and achievement of elementary school students in Japan and the United States: Results from the Third International Mathematics and Science study. The Journal of Genetic Psychology, 167(1), Huang, F. M (2003). Structural equation modelling. Taipei: WuNan. (In Chinese) Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International. Kelloway, E. K. (1998). Using LISREL for structural equation modelling. UK: SAGE. Kiamanesh, A. R., Hejazi, E., & Esfahani, Z. N. (2004). The role of math self-efficacy, math self-concept, perceived usefulness of mathematics and 2

3 math anxiety in math achievement. Retrieved April, 1, 2007, from Klassen, R. (2004). A cross-cultural investigation of efficacy beliefs of South Asian immigrant and Anglo Canadian non immigrant early adolescents. Journal of Educational Psychology, 96 (4), Krbavac, M. (2006). Examining an instructional strategy: Relationships between feedback, performance, and self-efficacy in a first-year mathematics course. Paper presented at the Annual Meeting of AERA. Marat, D. (2005). Assessing mathematics self-efficacy of diverse students from secondary schools in Auckland: Implications for academic achievement. Issues In Educational Research, 15(1), Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, Marsh, H. W. (1990a). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2(2), Marsh, H. W. (1990b). Causal order of academic self-concept and academic achievement: A multi-wave, longitudinal panel analysis. Journal of Educational Psychology, 82(4), Marsh, H. W. (1990c). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, Marsh, H. W. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80(3), Marsh, H. W., Carins, L., Relich, J. D., Barnes, J., & Debus, R. (1984). The relationship between dimensions of self-attribution and dimension of self-concept. Journal of Educational Psychology, 76, Marsh, H. W., Kong, C. K., & Hau, K. T. (2000). Longitudinal multilevel models of the Big-Fish-Little-Pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78(2), Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34(4),

4 Miller, M.B. (1995). Coefficient alpha: A basic introduction from the perspectives of classical test theory and structural equation modeling. Structural Equation Modeling, 2(3), Mead, G. H. (1934). Mind, self and society. Chicago: University of Chicago Press. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counselling Psychology, 38, Organization for Economic Cooperation and Development (2003). The PISA 2003 assessment framework Mathematics, Reading, Science and Problem solving knowledge and skills. Paris: Author. Organization for Economic Cooperation and Development (1996). Lifelong learning for all. Paris: Author. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42, Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), Reuben, M. B., & David, A. K. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology, 51(6), Scheirer, M. A., & Kraut, R. E. (1979). Increasing educational achievement via self concept change. Review of Educational Research, 49, Schunk, D. H. (1981). Modeling and attributional effects on children s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1),

5 Schunk, D. H. (1984). Self-efficacy perspective on achievement behaviour. Educational Psychologist, 19, Schunk, D.H., Hanson, A. R. (1985). Peer models: Influence on children s self-efficacy and achievement. Journal of Educational Psychology, 77, Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretation. Review of Educational Research, 46, Skaalvik, E. M. (1990). Gender differences in general academic self-esteem and in success expectations on defined academic problems. Journal of Educational Psychology, 82, Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of casual predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, Skaalvik, E. M., & Skaalvik S. (2006). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. Paper presented at the 7th International Conference of the Learning Sciences. Statistic Canada (2003). Measuring up: Canadian results of the OECD PISA study. Ottawa: Author. Strein, W. (1993). Advances in research on academic self-concept: Implication for school psychology. School Psychology Review, 22(2), Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of mathematics self-efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85, Wood, R. E., & Locke, E. A. (1987). The relation of self-efficacy and grade goals to academic performance. Educational and Psychological Measurement, 47, Yu, M. L. (2006). Latent variable models: the application of SIMPLIS. Taipei: Higher Education Press. (In Chinese) 5

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