Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school studentsFootnote¹

This article is based on a doctoral dissertation submitted to the faculty at University of Southern California by John R. Malpass. Harold F. O'Neil, Jr., directed the work.

,Footnote²

The work reported herein was supported in part under the Educational Research and Development Center Program, cooperative agreement number R117G10027 and CFDA catalog number 84.117G, as administered by the Office of Educational Research and Development, U.S. Department of Education. The findings and opinions expressed in this work do not reflect the position or policies of the Office of Educational Research and Improvement or the U.S. Department of Education.

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• This article is based on a doctoral dissertation submitted to the faculty at University of Southern California by John R. Malpass. Harold F. O'Neil, Jr., directed the work.
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• The work reported herein was supported in part under the Educational Research and Development Center Program, cooperative agreement number R117G10027 and CFDA catalog number 84.117G, as administered by the Office of Educational Research and Development, U.S. Department of Education. The findings and opinions expressed in this work do not reflect the position or policies of the Office of Educational Research and Improvement or the U.S. Department of Education.
   Google Scholar