Contextualizing Self-Efficacy: How Bilingualism, Family SES, and School Environment Shape Mathematics Beliefs in U.S. 4th Graders

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 4
  In Roundtable Session: Nested Realities: School, Society, and Transformation in Education

Abstract

This study investigates how sociocultural factors—bilingual status, family SES, and school context—shape mathematics self-efficacy among U.S. fourth graders. Using multilevel modeling with 10,115 students across 287 schools from TIMSS 2019, we examined individual relationships and contextual moderation. Results reveal complex patterns challenging simple deficit narratives. Bilingual students report significantly higher self-efficacy (β = 0.261) after controlling for achievement. Achievement (β = 0.013–0.014), engagement (β ≈ 0.12), and family SES (β = 0.06–0.10) all positively predict self-efficacy, while girls report lower levels (β ≈ -0.31). Cross-level interactions show bilingual achievement–self-efficacy relationships vary by school SES context. Models explained 69% of variance. Findings reveal nested inequalities and resilience, challenging deficit perspectives and informing equity-focused mathematics education supports.

Author

• Yuhwa Hong, University of Massachusetts - Amherst