Mathematics Self‐Efficacy and Performance: A Mediation Analysis of PISA 2022 Turkey Data.
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| Title: | Mathematics Self‐Efficacy and Performance: A Mediation Analysis of PISA 2022 Turkey Data. |
|---|---|
| Authors: | Bozkuş, Kıvanç1 (AUTHOR) kbozkus@artvin.edu.tr, Öztürk, Hatice Kumandaş1 (AUTHOR) |
| Source: | European Journal of Education. Jun2026, Vol. 61 Issue 2, p1-14. 14p. |
| Subject Terms: | *Self-efficacy in students, *Mathematical ability testing, *Educational intervention, *Cognition, Social science research, Mediation (Statistics), Psychosocial factors |
| Geographic Terms: | Türkiye |
| Abstract: | Utilizing data from the PISA 2022 Turkey sample, this study investigates the mechanisms linking mathematics self‐efficacy to mathematics performance by examining the mediating roles of eight socio‐emotional and cognitive factors: perseverance, curiosity, cooperation, empathy, assertiveness, stress resistance, emotional control, and self‐efficacy in digital competencies. Theoretically, this study advances social cognitive research by demonstrating that the translation of academic self‐beliefs into achievement is not a uniform process, but is rather differentially channelled—and sometimes hindered—by specific non‐cognitive traits. Data were analysed using parallel multiple mediation and path analysis, incorporating plausible values to ensure robust parameter estimation. Results confirmed a significant positive direct effect of mathematics self‐efficacy on performance, indicating partial mediation. The indirect pathways revealed complex dynamics: curiosity, empathy, assertiveness, and stress resistance emerged as significant positive mediators, whereas perseverance and cooperation exhibited significant negative indirect effects. Emotional control and self‐efficacy in digital competencies showed no significant mediation. These divergent mediation effects point to highly specific policy implications. Because high self‐efficacy enhances performance through traits like curiosity and stress regulation, but is suppressed by standard cooperative and perseverance‐based pathways, educational interventions must move beyond generic confidence‐building. Policymakers and educators should explicitly leverage the positive mediators through inquiry‐driven instruction and stress management protocols, while critically redesigning how collaborative learning and repetitive persistence tasks are structured for high‐efficacy students. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194136643 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mathematics Self‐Efficacy and Performance: A Mediation Analysis of PISA 2022 Turkey Data. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bozkuş%2C+Kıvanç%22">Bozkuş, Kıvanç</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kbozkus@artvin.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Öztürk%2C+Hatice+Kumandaş%22">Öztürk, Hatice Kumandaş</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Jun2026, Vol. 61 Issue 2, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Social+science+research%22">Social science research</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+%28Statistics%29%22">Mediation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Türkiye%22">Türkiye</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Utilizing data from the PISA 2022 Turkey sample, this study investigates the mechanisms linking mathematics self‐efficacy to mathematics performance by examining the mediating roles of eight socio‐emotional and cognitive factors: perseverance, curiosity, cooperation, empathy, assertiveness, stress resistance, emotional control, and self‐efficacy in digital competencies. Theoretically, this study advances social cognitive research by demonstrating that the translation of academic self‐beliefs into achievement is not a uniform process, but is rather differentially channelled—and sometimes hindered—by specific non‐cognitive traits. Data were analysed using parallel multiple mediation and path analysis, incorporating plausible values to ensure robust parameter estimation. Results confirmed a significant positive direct effect of mathematics self‐efficacy on performance, indicating partial mediation. The indirect pathways revealed complex dynamics: curiosity, empathy, assertiveness, and stress resistance emerged as significant positive mediators, whereas perseverance and cooperation exhibited significant negative indirect effects. Emotional control and self‐efficacy in digital competencies showed no significant mediation. These divergent mediation effects point to highly specific policy implications. Because high self‐efficacy enhances performance through traits like curiosity and stress regulation, but is suppressed by standard cooperative and perseverance‐based pathways, educational interventions must move beyond generic confidence‐building. Policymakers and educators should explicitly leverage the positive mediators through inquiry‐driven instruction and stress management protocols, while critically redesigning how collaborative learning and repetitive persistence tasks are structured for high‐efficacy students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ejed.70635 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Mathematical ability testing Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Cognition Type: general – SubjectFull: Social science research Type: general – SubjectFull: Mediation (Statistics) Type: general – SubjectFull: Psychosocial factors Type: general – SubjectFull: Türkiye Type: general Titles: – TitleFull: Mathematics Self‐Efficacy and Performance: A Mediation Analysis of PISA 2022 Turkey Data. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bozkuş, Kıvanç – PersonEntity: Name: NameFull: Öztürk, Hatice Kumandaş IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01418211 Numbering: – Type: volume Value: 61 – Type: issue Value: 2 Titles: – TitleFull: European Journal of Education Type: main |
| ResultId | 1 |
