In this study, the influences of agricultural students’ self-efficacy beliefs and test anxiety on their achievement motivation and academic performance were examined. A sample of 466 students from Iranian Colleges of agriculture participated in this study. A questionnaire was used for data collection. Data were analyzed descriptively and inferentially using SPSS/win and AMOS graphic. The findings revealed that self-efficacy beliefs had more effect on motivation to approach success and academic performance than test anxiety. In contrast, test anxiety had more effect on motivation to avoid failure than self-efficacy beliefs. In addition, motivation to approach success had more effect on academic performance than motivation to avoid failure.

The purpose of this quantitative study was to investigate the relationship between students’ skills in multiple representations of fractions and self-efficacy beliefs about the usage of the multiple representations of fractions. 232 6th, 7th and 8th grade students, attending three elementary schools in Turkey’s three provinces, Erzurum, Rize and Trabzon, participated in the study. “Multiple representation of fractions flexibility test” which had three sub-dimensions as recognition, conversion and problem solving, and “Beliefs about the use of multiple representations questionnaire” were administered to the students. The data indicated that there was a significant relationship between the students’ multiple representation skills and self-efficacy beliefs about the use of multiple representations. Particularly, conversion skill was found to be a powerful predictor of self-efficacy beliefs of students towards multiple representations.