Journal article
Level, strength, and facet-specific self-efficacy in mathematics test performance
- Abstract:
- Students’ self-efficacy expectations (SEE) in mathematics are associated with their engagement and learning experiences. Going beyond previous operationalisations of SEE we propose a new instrument that takes into account not only facet-specificity (expectations related to particular competences or skills) and strength (confidence of the expectations), but also level (perceived task difficulty) of these expectations as proposed by Bandura (1997, 2006). In particular, we included level-specific items referring to perceived difficulty on a subsequent national test in mathematics. In total 756 Norwegian grade 5, 8, and 9 students completed the “Self-Efficacy Gradations of Difficulty Questionnaire.” We fitted plausible multitrait-multimethod models using structural equation models. The best fitting model included three factors representing levels of perceived difficulty, and a-priori specified correlated uniquenesses representing four facets. The facets related to problem solving or students’ self-regulation skills during the test in order to accomplish the following: (1) complete a certain number of problems, (2) solve tasks of a certain challenge, (3) concentrate, and (4) not give up for a certain amount of time. The results indicated that three correlated constructs representing levels of SEE are associated with scores on national tests in mathematics, and that the strongest association is between national test scores and medium level SEE. Taking level (difficulty) into account broadens our understanding of the self-efficacy construct, and allows investigation into differential relationships between SEE and performance.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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(Preview, Version of record, pdf, 1.5MB, Terms of use)
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- Publisher copy:
- 10.1007/s11858-017-0833-0
Authors
+ Norwegian Research Council
More from this funder
- Grant:
- 218282/H20 (PRAKUT: Learning regions project
- Publisher:
- Springer Berlin Heidelberg
- Journal:
- ZDM – The International Journal on Mathematics Education More from this journal
- Volume:
- 49
- Issue:
- 3
- Pages:
- 379–395
- Publication date:
- 2017-01-01
- Acceptance date:
- 2016-12-28
- DOI:
- EISSN:
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1863-9704
- ISSN:
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1863-9690
- Keywords:
- Pubs id:
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pubs:667865
- UUID:
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uuid:f3b2fb81-683d-44ce-9bdc-83ac2ee6a311
- Local pid:
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pubs:667865
- Source identifiers:
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667865
- Deposit date:
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2017-01-02
Terms of use
- Copyright holder:
- Street et al
- Copyright date:
- 2017
- Notes:
-
Copyright
© 2017 The Authors.
This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
- Licence:
- CC Attribution (CC BY)
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