Pajares F
Emory University
Contemp Educ Psychol. 1996 Oct;21(4):325-44. doi: 10.1006/ceps.1996.0025.
Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n = 66) mainstreamed with regular education students (n = 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory.
路径分析被用于检验自我效能信念在初中资优学生（n = 66）与普通教育学生（n = 232）一起参加代数课程学习时解决数学问题过程中所起的预测和中介作用。在一个控制了数学焦虑、认知能力、数学平均绩点、自我调节学习的自我效能以及性别的模型中，资优学生的自我效能对解决问题的预测有独立贡献。资优女生在成绩上超过资优男生，但在自我效能方面没有差异。与普通教育学生相比，资优学生报告的数学自我效能和自我调节学习的自我效能更高，数学焦虑更低。尽管大多数学生对自己的能力过度自信，但资优学生有更准确的自我认知，且资优女生存在信心不足的偏差。研究结果支持了A. 班杜拉（1986）社会认知理论中关于自我效能的假设作用。
