Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

By Lisa A. Fast, James L. Lewis, Michael J. Bryant, Kathleen A. Bocian, R. Cardullo, M. Rettig, K. Hammond. 2010

356 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/68e6d4d01a306598c7150460c55e7bf3efc9cc20

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Exploring Student Persistence in STEM Programs: A Motivational Model (2015, background): “…canadienne de l’éducation 38:1 (2015) www.cje-rce.ca self-efficacy beliefs have been found to influence academic performance (e.g., mathematics; Fast et al., 2010) and key indicators of academic motivation, including choice of activities and goals, persistence (e.g., graduation rates), and…”
Self-Efficacy Theory in Education (2016, background): “In turn, higher self-efficacy predicts achievement outcomes (Fast et al., 2010).”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “In line with a wealth of prior work (Fast et al., 2010; Pajares & Graham, 1999; Parker et al., 2014; Williams & Williams, 2010), math self-efficacy was found to be a significant and positive predictor of math achievement, over and above initial levels of math achievement.”
Predicting Achievement in Mathematics in Adolescent Students (2013, background): “Teachers’ academic support, academic press and mastery goal consistently related to how their adolescent students engaged in academic work, coped with academic difficulty, and academic achievement (Fast et al., 2010; Goodnow, 1993; Kaplan & Midgley, 1999; Middleton & Midgley, 2002; Patrick, Ryan, & ”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, result): “Vallerand et al .( 1993) found that the AMS scores had adequate levels of reliability and validity which has been generally supported by more recent research with the exception of the simplex structure of the continuum ( Fairchild et al. 2005 ).”
Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments (2013, background): “Ability perceptionsmay serve amediating role in bringing about changes in achievement (Fast et al., 2010; Jussim, 1986; Kuklinski & Weinstein, 2001).”
The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses (2016, background): “Several studies positively link self-efficacy and math achievement (Fast et al., 2010).”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “Recent studies in the mathematics domain in different grade levels consistently revealed that self-efficacy is positively related to students’ performance (Fast et al., 2010; Hoffman & Spatariu, 2008; Kitsantas, Cheema, & Ware, 2011; Jiang, Song, Lee, & Bong, 2014; Pietsch, Walker, & Chapman, 2003).”
Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools A Meta-Analysis and Narrative Review (2012, background): “Numerous studies have shown positive academic and socio-emotional outcomes related to a mastery-oriented climate; for example, a recent study of students in fourth through sixth grade found that students who experienced their classrooms as more mastery-oriented, challenging, and caring held higher l”
Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics (2020, background): “This was an interesting outcome given that previous studies have shown that setting goals can have a positive impact on one’s self-efficacy (Burns et al., 2018; Fast et al., 2010; Locke & Latham, 2002; Schunk, 1985; Shores & Shannon, 2007).”
The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. (2016, background): “Fourth–sixth grade students who perceive their classroom as more caring, challenging, and mastery-oriented have higher levels of math self-efficacy, and in turn, higher math performance [37].”