Declining math self-efficacy is characterized by decreasing mastery experiences and increasing negative emotional and physiological arousal¶
Claim · All claims
Evidence · 1 study · associationalr3·q3·i2medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 The Decreasing SE trajectory was the only one showing increasing negative emotional and physiological arousal over time, alongside fewer mastery experiences, with effect sizes ranging from intermediate to large (d = 0.46–4.87). → Peura 2026
Evidence¶
Peura 2026¶
Peura, P., Koponen, T., Aro, T., Viholainen, H., & Aro, M. (2026). Dynamics of change in math self-efficacy, sources of self-efficacy, and math skills. Journal of Educational Psychology, 118(2), 209-223. https://doi.org/10.1037/edu0001006
q3 · i2 · associational · r3
Latent growth models of the four sources of self-efficacy were compared across trajectories with BCH; the four trajectories differed in initial level and rate of change for each source (LR tests p < .01). The Decreasing trajectory uniquely showed rising negative arousal and declining mastery experiences.
"In addition, the Decreasing SE trajectory was the only one that showed increasing levels of negative emotional and physiological arousal over time. The ES ranged from intermediate to large (d = 0.46–4.87)."
Discussion¶
Related Claims¶
- Increasing math self-efficacy co-occurs with increasing verbal persuasion, vicarious experiences, and mastery experiences and decreasing negative arousal — related
- Primary school children follow four distinct trajectories of change in math self-efficacy over a school year: high stable, low stable, increasing, and decreasing — a broader claim this one bears on
- Effortful regulation is maximized at moderate levels of emotional and physiological reactivity and declines at very low or very high levels — related
- During an exam, students' expectancy for success decreased and the change in expectancy was negatively associated with change in salivary cortisol — related
- Math self-efficacy trajectories differ in initial math skills and rate of math skill development — related
- Psychological variables show a wide range of effects on academic achievement, with self-efficacy showing a huge positive effect (ES = 1.173) and negative low-arousal emotions showing a medium negative effect (ES = -.799) — related
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