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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
Language: English
Authors: Kıvanç Bozkuş (ORCID 0000-0002-4787-3664), Hatice Kumandaş Öztürk (ORCID 0000-0003-3636-3690)
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
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  Data: Mathematics Self-Efficacy and Performance: A Mediation Analysis of PISA 2022 Turkey Data
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  Data: <searchLink fieldCode="AR" term="%22Kıvanç+Bozkuş%22">Kıvanç Bozkuş</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4787-3664">0000-0002-4787-3664</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hatice+Kumandaş+Öztürk%22">Hatice Kumandaş Öztürk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3636-3690">0000-0003-3636-3690</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 10.1111/ejed.70635
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
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  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.
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Secondary School Students
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      – SubjectFull: International Assessment
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      – SubjectFull: Turkey
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      – SubjectFull: Program for International Student Assessment
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