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
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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)