Self-beliefs mediate mathematical performance between primary and lower secondary school: A large-scale longitudinal cohort study

This large-scale longitudinal cohort study examines the extent to which mathematics self-concept and academic self-efficacy mediate the relation between mathematical performance at the end of primary school (Grade 6) and the end of lower secondary school (Grade 9) in an educational system with early tracking. The study involves 843 students in the Netherlands, where tracking is employed from the start of secondary school. Mathematics self-concept and academic self-efficacy were measured with self-report questionnaires. Mathematical performance was measured with validated national tests. The relation between mathematical performance in Grade 6 and in Grade 9 was uniquely mediated by both mathematics self-concept in Grade 9 and academic self-efficacy in Grade 6, but in opposing directions. Mathematics self-concept was the most influential mediator, explaining nearly a quarter of this relation. Academic self-efficacy in Grade 6 had a negative influence on Grade 9 mathematical performance. This suggests that self-efficacy needs to be actively managed when students move to secondary school. Findings were similar for both sexes and all educational tracks.