Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
K. S. Street, G. Stylianides, L. Malmberg
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引用次数: 2

Abstract

ABSTRACT We explore the effect of students’ perceived task difficulty on the mathematics self-efficacy – performance relationship. Specifically, we expand on previous reciprocal effects studies through including students’ self-efficacy for different levels of task difficulty in an empirical investigation. We examined students’ self-efficacy for easy, medium difficulty, and hard tasks and performance on a national mathematics test in a longitudinal study of 95 Norwegian students from grade 8 to grade 9. We found differential relationships between self-efficacy for different levels of task difficulty and national test performance. In support of the ‘skill development’ model, grade 8 national test performance predicted grade 9 self-efficacy for medium and hard, but not easy, tasks. While mastery experiences are likely to arise more easily on easier tasks, such experiences are likely to matter more on harder tasks. Our findings highlight the importance of supporting students’ engagement with challenging tasks to strengthen both their performance and self-efficacy.
基于任务难度的数学自我效能与国家考试成绩的差异关系
摘要本研究旨在探讨学生任务难度感知对数学自我效能-成绩关系的影响。具体而言,我们通过在实证调查中纳入学生对不同任务难度水平的自我效能感来扩展先前的互惠效应研究。我们对95名挪威八年级至九年级学生进行了纵向研究,考察了学生对简单、中等难度和困难任务的自我效能感和在国家数学测试中的表现。我们发现不同任务难度水平的自我效能感与国家考试成绩之间存在差异关系。为了支持“技能发展”模型,8年级的国家测试成绩预测了9年级的中等和困难(但不容易)任务的自我效能感。虽然精通体验在更简单的任务中更容易出现,但在更困难的任务中,这种体验可能更重要。我们的研究结果强调了支持学生参与具有挑战性的任务对提高他们的表现和自我效能的重要性。
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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