Increasing math self-efficacy co-occurs with increasing verbal persuasion, vicarious experiences, and mastery experiences and decreasing negative 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
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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 Children in the Increasing SE trajectory reported increasing verbal persuasion, vicarious experiences, and mastery experiences over the year, unlike other trajectories where these sources decreased, and showed decreasing negative emotional and physiological arousal. → 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
BCH comparisons of latent growth factors for each source of self-efficacy across the four trajectories (LR tests significant at p < .01). The Increasing trajectory differed in direction and rate of change in verbal persuasion and vicarious experiences from the other trajectories, with effect sizes d = 0.46–4.87 across source comparisons.
"children in the Increasing SE trajectory reported increasing verbal persuasion, vicarious experiences, and mastery experiences over the year, whereas in other trajectories, the change trends in these sources were decreasing"
Discussion¶
Related Claims¶
- Declining math self-efficacy is characterized by decreasing mastery experiences and increasing negative emotional and physiological 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
- Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy — reports the opposite
- 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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