Sources of mathematics self‐efficacy: The interactive role of parental education and perceptions of teachers

Abstract

Using US National Education Longitudinal Study (NELS) data, we explore how parental education and primary students’ perceptions of their teachers interact to impact students’ self‐efficacy in mathematics. Our results demonstrate that students tend to have higher self‐efficacy if they perceive that their teacher promotes the importance of mathematics. This relationship holds regardless of parental education, though it is strongest for children of parents without a university education. Children of less educated parents also tend to have lower self‐efficacy if they attend private schools, which typically have high average parental socio‐economic status (SES). School type has no discernable impact on children of university‐educated parents. These findings are highly relevant to the Canadian context, which is characterized by schools being stratified by SES and the high importance of STEM education for occupational outcomes.