The Reciprocal Relationship Between Student Self-Efficacy and Mathematics Achievement in the United States: A Large-Scale Longitudinal Analysis

• In Event: AERA Poster Session 7
  In Poster Session: Longitudinal Studies Poster Session

Abstract

It is widely considered that there is a reciprocal effect between self-efficacy and academic achievement. However, few longitudinal studies examine the reciprocal relationship among US high school students. This study tested this reciprocal relationship from 9th to 11th grade in US using a longitudinal panel model with a large-scale dataset (HSLS:09) by controlling for student gender and SES. It revealed that a reciprocal relationship exists between student self-efficacy and mathematics achievement. Student self-efficacy from grade9 positively predicted mathematics achievement for grade11 and student mathematics performance of grade9 positively influenced student self-efficacy for grade11. Additionally, female students had lower level of mathematics self-efficacy compared with male students at both time points while SES seemed not influential as time goes by.

Authors

• Nan Wu, Texas Tech University

• xinyang li, Texas Tech University

• Jian Wang, Texas Tech University