Title: Seeing is Believing: Task-Exposure Specificity and the Development of Mathematics Self-Efficacy Evaluations
Authors: BORGONOVI FRANCESCAPOKROPEK ARTUR
Citation: JOURNAL OF EDUCATIONAL PSYCHOLOGY vol. 111 no. 2 p. 268-283
Publisher: AMER PSYCHOLOGICAL ASSOC
Publication Year: 2019
JRC N°: JRC107144
ISSN: 0022-0663
URI: http://psycnet.apa.org/record/2018-20920-001
http://publications.jrc.ec.europa.eu/repository/handle/JRC107144
DOI: 10.1037/edu0000280
Type: Articles in periodicals and books
Abstract: We examine the relevance of exposure specificity in the development of self-efficacy evaluations among 15-year-old students in OECD countries. We use data from the 2012 edition of the Programme for International Student Assessment to assess if students’ self-efficacy evaluations with respect to a set of mathematics tasks are associated with how frequently they encountered those same tasks or tasks requiring them to apply similar processes or procedures. We find evidence of task exposure specificity in the development of self-efficacy evaluations towards both applied and pure mathematics problems. The relationship between task exposure and self-efficacy evaluations is not moderated by students’ socio-economic status or anxiety towards mathematics. Exposure to easy items appears to be more strongly associated with the development of self-efficacy among high achieving students and exposure to pure mathematics problems is more strongly associated with the development of self-efficacy among girls.
JRC Directorate:Growth and Innovation

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