Mathematics confidence, interest, and performance: Examining gender patterns and reciprocal relations

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Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics (2018, background): “Some studies show stronger effects from self-concept to interest than vice versa (Marsh et al., 2005), some from interest to self-concept (Ganley & Lubienski, 2016), while others show no effects at all (Spinath & Steinmayr, 2008).”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “In math and related domains, extant evidence, largely based on cross-sectional data, supports this relation 1 It should be noted that the measure of confidence used in Ganley and Lubienski (2016) largely comprised items tapping self-concept rather than self-efficacy beliefs per se.”
“When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance (2017, background): “However, one plausible pathway could be linked to the fact that prior research has found that girls have less math confidence than boys (Ganley & Lubienski, 2016).”