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 |
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| Language: | English |
| Authors: | Kıvanç Bozkuş (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Self Efficacy, Mathematics Achievement, Foreign Countries, Secondary School Students, International Assessment, Achievement Tests, Cognitive Processes, Social Development, Emotional Development |
| Geographic Terms: | Turkey |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| DOI: | 10.1111/ejed.70635 |
| ISSN: | 0141-8211 1465-3435 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507240 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70635 |
