Self-efficacy & Achievement

With increasing diversity in student population and wide disparities in achievement, self-efficacy emerges as a valuable source of evidence regarding student self-beliefs in use of cognitive, motivational, self-regulatory strategies and related determinants of achievement. The findings from the present research show students reporting relatively high levels of self-efficacy indifferent domains, which is not reflected in achievement in mathematics. The reasons for this incongruence is explored in the context of student achievement trends, the wider socio-cultural and historical context of New Zealand society, and individual and collective agency. Recommendations include a four-point strategy to raise achievement, and progressively entrust students, the responsibility and ownership for both individual and group success. It is proposed that implementing strategies aimed at enabling all students to develop mastery-centred knowledge and skills will help develop true self-efficacy, reduce positive illusory self-efficacy, thereby enabling the development of individual and collective agency which will prove beneficial to communities, countries and the world.