The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school.

• James Pietsch ^[1] ; Richard Walker ^[2] ; Elaine Chapman ^[2]
  1. [1] Monash University

     Monash University

     Australia

     
  2. [2] University of Western Australia

     University of Western Australia

     Australia

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 3, 2003, págs. 589-603
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.3.589
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• Dialnet Métricas: 13 Citas
• Resumen

  • The relationship among self-concept, self-efficacy, and performance in mathematics was examined among 416 high school students. Participants completed a questionnaire assessing mathematics self-concept and mathematics self-efficacy. Performance was assessed using end-of-term exam results in mathematics. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single factor. Social comparison information was equally influential in the formation of each construct. Self-efficacy beliefs, however, were identified as most highly related with performance in mathematics and percentages. (PsycINFO Database Record (c) 2016 APA, all rights reserved)