Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety?

Stankov, Lazar; Lee, Ji‐Hyun; Luo, Wenshu; Hogan, David

doi:10.1016/j.lindif.2012.05.013

Cited by 224 publications

(157 citation statements)

References 18 publications

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“…They conclude that individual difference variables are important in educational design and need further study. Individual differences, especially confidence, have been shown to be a strong predictor of students' achievement in subjects such as English and maths (Stankov et al 2012 …”

Section: Social Comparisons and Self-confidencementioning

confidence: 99%

Do social comparisons in academic settings relate to gender and academic self-confidence?

2018

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This paper reports the development of an Academic Social Comparison Scale (ASCS) to measure students' tendencies to socially compare themselves with other students in an educational setting. The 27-item ASCS was then measured in relation to academic self-confidence in a sample of University students, using the Individual Learning Profile (ILP) scale. The study found that making downward academic social comparisons was not very commonly reported and did not relate to academic confidence in any domain measured. Confidence in numeracy, speaking, and hard IT were, however, significantly lower in those students who tended to make more upward social comparisons. The results also showed that the less students reported that they socially compared in general, the more confident they were in reading, writing, and time management. All three subscales of the ASCS showed good reliability when tested 6-9 weeks later. The ASCS showed that female students tended to make more upward academic social comparisons and less downward academic comparisons than male students. In domains such as reading and writing people's confidence was higher if they made fewer academic social comparisons (irrespective of direction), and gender was not an important factor. Results also showed that academic confidence was neither higher nor lower in students who reported making more downwards academic comparisons. This study demonstrates the negative impact on confidence of upward social comparisons, and introduces a

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Section: Social Comparisons and Self-confidencementioning

confidence: 99%

Do social comparisons in academic settings relate to gender and academic self-confidence?

2018

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“…Among the core aspects of self-regulation is metacognitive selfmonitoring, that is, the observing and judging of one's own performance (Fritzsche, Kröner, Dresel, Kopp, & Martschinke, 2012;Stankov, 2000;Stankov, Lee, Luo, & Hogan, 2012). Both performance judgments and self-reported confidence have been shown to be both economic and valid indicators of metacognitive self-monitoring (Fritzsche, et al, 2012;Händel, & Fritzsche, 2016;Stankov, 2000).…”

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Metacognitive confidence judgments and their link to complex problem solving

et al. 2017

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A B S T R A C TWith the aim to better understand the nature of complex problem solving (CPS), we investigated the link between confidence judgments, which represent a major constituent of metacognitive self-monitoring, and CPS by regressing the two facets of CPS (i.e., knowledge acquisition and knowledge application) on confidence in CPS. To ensure that the link between confidence in CPS and CPS is distinct, we controlled for reasoning, which is the strongest known correlate of CPS. Using structural equation modeling in a sample of 471 German seventhgrade students, we found that confidence in CPS explained 67% of the variance in CPS knowledge acquisition and 55% of the variance in CPS knowledge application. These links were reduced but remained substantial when we controlled for reasoning. The results indicate that confidence judgments as indicators of metacognitive monitoring in CPS are substantially linked to successful CPS, thus bringing us one step closer to a full understanding of CPS.

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“…Math anxiety refers to a feeling of fear or tension that interferes with math achievement (Ashcraft, 2002). Math anxiety appears to be a significant predictor of math achievement (Stankov, Lee, Luo, & Hogan, 2012). Controversially, children who are experiencing math difficulties can develop math anxiety due to experiences of repeated failure (Ashcraft & Krause, 2007;Ashcraft & Moore, 2009).…”

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The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year- old typically developing adolescents

Timmerman

Toll

Luit

2017

PSYE

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ABSTRACT:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, relations, numbers, and scale), as well as automatized math skills. Furthermore, there was a significant negative correlation between math anxiety and math achievement in the math domain "scale". Math anxiety was not a mediator in the correlation between math self-concept and math achievement. There was no correlation between achievement motivation, test anxiety, and math achievement. Regression analyses indicated that math self-concept was the only variable that accounted for a significant unique proportion of variance in math scores. Together, these results suggest that stimulating positive feelings and beliefs of students in their own competence in math may lead to better math achievement. Keywords:math self-concept, test anxiety, math anxiety, achievement motivation, math achievement La relación entre el autoconcepto matemático, la ansiedad ante las matemáticas y la motivación de logro en adolescentes de 12 a 14 años RESUMEN: En este estudio se examinó la relación entre el auto concepto matemático, la ansiedad ante los exámenes en matemáticas, la motivación de logro y el rendimiento matemático en adolescentes de desarrollo estándar (N = 108) de 12 a 14 años de un centro de educación secundaria en Holanda. Los datos fueron obtenidos a partir de una prueba de velocidad de resolución matemática, un test de motivación de logro y un cuestionario sobre su experiencia con las matemáticas. Se encontró una correlación positiva entre el auto concepto matemático y los resultados en matemáticas en los cuatro dominios evaluados (medidas, relaciones, numeración y escalas), así como con las habilidades matemáticas automatizadas. Igualmente se encontraron correlaciones negativas significativas entre la ansiedad ante las matemáticas y los resultados en esta materia para las tareas de escalas. La ansiedad matemática no resultó ser un mediador en la correlación entre auto concepto matemático y los resultados en matemáticas. Tampoco se encontró correlación entre motivación de logro, la ansiedad Self-concept, test and math anxiety © Psy, Soc, & Educ, 2017, Vol. 9(1) ante los exámenes y los resultados en matemáticas. El análisis de regresión indicó que el autoconcepto matemático fue la única variable que explicaba una proporción significativa de la varianza en los resultados en matemáticas. Teniendo en cuenta estos datos, se sugiere que la estimulación de creencias y sentimientos positivos de los estudiantes sobre su propia competencia en matemáticas, puede mejorar el rendimiento en esta materia. Palabras clave: auto concepto matemátic...

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Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety?

Cited by 224 publications

References 18 publications

Do social comparisons in academic settings relate to gender and academic self-confidence?

Do social comparisons in academic settings relate to gender and academic self-confidence?

Metacognitive confidence judgments and their link to complex problem solving

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year- old typically developing adolescents

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