Mathematics Identity, Self-efficacy, and Interest and Their Relationships to Mathematics Achievement: A Longitudinal Analysis

Mathematical Identity and the Role of the Educator

“…The significance of the relationship between mathematical identity and mathematical learning is underscored by its increasing prominence in research. Mathematical identity is considered an indicator of academic performance, persistence, and success (Bohrnstedt et al, 2020;Cribbs et al, 2015;Marsh et al, 1988). Additionally, forming positive mathematical identities can empower students, especially those marginalized by race, gender, class, or ethnicity (Larson, 2016).…”

“…Since its emergence on the scene during what has been coined by Lerman (2000) as the "social turn in mathematics education," an operational definition for mathematical identity has evolved to a "narrative rendering" of participative experiences that equates storytelling with identity-building (Sfard & Prusak, 2005). As a result, researchers have come to define mathematical identity as a socio-motivational construct that refers to the dispositions and deeply ingrained beliefs regarding one's ability to participate and perform effectively in mathematical contexts as a learner and user of mathematics (Bohrnstedt et al, 2020;Dingman et al, 2019;Martin, 2009).Since identity-making is a "communicational practice" over which humans are active agents (Sfard & Prusak, 2005), social interactions are critical to the formation and perpetuation of mathematical identities.…”

Research on Mathematics Self-efficacy: A Systematic Literature Review

“…Suzanne E. and Anastasia examined the role of mathematics specific anxiety and self-efficacy, and found they are strong predictors to mathematics performance by using two ordinary least squares multiple regression model and two nationally representative samples from PISA of Greek students in 2003 and 2012 [14]. Bohrnstedt and Zhang used a structural equation modeling approach, measures of these constructs at grades 9 and 11 are related to grade 12 NAEP (National Assessment of Educational Progress) mathematics achievement, simultaneously taking into account grade 9 mathematics achievement, high school mathematics coursetaking, educational expectations at grades 9 and 11, student background and school background factors [15].…”

Asking for help as a key to success: The relationship between student help‐seeking skills and mathematics self‐efficacy

“…Mathematics self‐efficacy refers to a student's confidence in their abilities to perform mathematical tasks (Bandura, 1986) and mathematics self‐concept describes the self‐perceptions a person forms related to mathematics as they interpret experiences with their environment (Marsh et al, 2019). Similarly, mathematics identity refers to how one sees themselves as a “math person” (Bohrnstedt et al, 2020). Not only do all three self‐beliefs strongly predict student achievement (Bohrnstedt et al, 2020; Marsh et al, 2013; Parker et al, 2014), but past success in mathematics significantly contributes to each self‐belief.…”

“…Similarly, mathematics identity refers to how one sees themselves as a “math person” (Bohrnstedt et al, 2020). Not only do all three self‐beliefs strongly predict student achievement (Bohrnstedt et al, 2020; Marsh et al, 2013; Parker et al, 2014), but past success in mathematics significantly contributes to each self‐belief.…”