Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Unit
Browse By Session Type
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Sign In
This paper explores the relationship between STEM self-efficacy and academic performance through multilevel models. We report trends in this relationship across four cycles of an international large-scale assessment. We find that despite the overall increase in the country-level self-efficacy from 2003 to 2015, the relationship with academic performance has weakened over this period. The finding suggests that self-efficacy became less of a predictor of academic success than has been previously hypothesized (e.g., Richardson et.al., 2012) which can be partly due to self-efficacy estimates being based on a self-reported instrument rather than true behavioral measure.