Growth in academic self-efficacy is significantly associated with growth in mathematics achievement when modeled jointly¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2019 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · 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 i? There is a significant association between growth in self-efficacy and growth in math. → James Soland 2019

Evidence¶

James Soland 2019¶

James Soland. (2019). Modeling academic achievement and self-efficacy as joint developmental processes: Evidence for education, counseling, and policy. Journal of Applied Developmental Psychology 65, 101076. https://doi.org/10.1016/j.appdev.2019.101076

q3 · i? · associational · r?

Latent curve modeling of repeated measures of math achievement and self-efficacy jointly estimating growth in both constructs. The article reports "a significant association between growth in self-efficacy and growth in math"; no effect size is printed in the available text.

"Results indicate that, while there is a significant association between growth in self-efficacy and growth in math, within-person deviations from those growth trajectories at a given point in time do not appear related across constructs."

Discussion¶

Learner Variables¶

Motivation — predictor: learners who differ on it differ in outcomes
Self-Efficacy — predictor: learners who differ on it differ in outcomes

Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — the general claim this finding bears on, with the studies behind it
Prior longitudinal studies of math and self-efficacy tend to fit models assuming the constructs lack unique developmental trajectories and do not examine within-person relations — related
Within-person deviations from math and self-efficacy growth trajectories at a given time point are not related across constructs — related
Fifth-grade self-efficacy is associated with later math and reading growth (.15 and .19 standardized units per SD), mediating ELL status's indirect negative association with growth — related
Academic self-efficacy is associated with high school graduation rates and mathematics achievement — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`self-efficacy-growth-associated-with-math-growth`
`title`	`Growth in academic self-efficacy is significantly associated with growth in mathematics achievement when modeled jointly`
`description`	`Growth in academic self-efficacy is significantly associated with growth in mathematics achievement when modeled jointly`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2019`
`source_checked`	`2026-10-18`
`generated`	by `process:wiki-ingest` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `james-soland-2019`

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