PME-NA

The Relationship Between Bilingualism and Young Students’ Self-Efficacy Beliefs in Mathematics: Considering a Sociocultural Factor in the Self-Efficacy Development

• In Event: The Relationship Between Bilingualism and Young Students’ Self-Efficacy Beliefs in Mathematics: Considering a Sociocultural Factor in the Self-Efficacy Development

Description

While extensive research has examined self-efficacy—individuals’ judgments about their capabilities— in older students, relatively little is known about how it develops in younger children, especially in diverse sociocultural contexts. This study addresses this gap by investigating the relationship between bilingualism and self-efficacy in mathematics among fourth-grade students in the United States using data from the 2019 Trends in International Mathematics and Science Study (TIMSS).The study employs ordinary least squares and multinomial logistic regression to compare self-efficacy levels between bilingual and non-bilingual children while controlling for gender, achievement, teacher interactions, and socioeconomic factors. Results reveal that bilingual students, who often come from more disadvantaged backgrounds and exhibit lower achievement, nonetheless demonstrate significantly higher self-efficacy in mathematics once achievement is controlled for. These findings suggest that bilingualism, despite potential challenges, may serve as a positive sociocultural factor influencing children’s confidence in mathematics

Authors

• Yuhwa Hong, University of Massachusetts Amherst

• Jinyong Jeong, Liaoning University