title: [Prediction of mathematics achievement: effect of personal, socioeducational and contextual variables].
abstract: Based upon the self-regulated learning theoretical framework this study examined to what extent students' Math school achievement (fifth to ninth graders from compulsory education) can be explained by different cognitive-motivational, social, educational, and contextual variables. A sample of 571 students (10 to 15 year old) enrolled in the study. Findings suggest that Math achievement can be predicted by self-efficacy in Math, school success and self-regulated learning and that these same variables can be explained by other motivational (ej., achievement goals) and contextual variables (school disruption) stressing this way the main importance of self-regulated learning processes and the role context can play in the promotion of school success. The educational implications of the results to the school levels taken are also discussed in the present paper.
authors.affiliation: Escola de Psicología, Universidad de Minho, 4710 Braga, Portugal. prosario@psi.uminho.pt
authors.forename: Pedro
authors.initials: P
authors.lastname: Rosário
authors.forename: Abílio
authors.initials: A
authors.lastname: Lourenço
authors.forename: Olímpia
authors.initials: O
authors.lastname: Paiva
authors.forename: Adriana
authors.initials: A
authors.lastname: Rodrigues
authors.forename: Antonio
authors.initials: A
authors.lastname: Valle
authors.forename: Ellián
authors.initials: E
authors.lastname: Tuero-Herrero
mesh_terms: D000293:Adolescent; D000294:Adolescent Behavior; D002648:Child; D002652:Child Behavior; D003071:Cognition; D004522:Educational Status; D005260:Female; D005544:Forecasting; D006040:Goals; D006801:Humans; D007858:Learning; D008297:Male; D008433:Mathematics / Q000193:education; D008962:Models, Theoretical; D009042:Motivation; D026684:Personal Autonomy; D000297:Psychology, Adolescent; D002666:Psychology, Child; D020377:Self Efficacy; D012931:Social Environment; D017748:Time Management