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Abstract
This study examined the relationships of self-efficacy and ability to the mathematics performance and cognitive appraisals of elementary school-aged children. Measures of ability and self-efficacy for numeric word problems were administered to 148 fifth grade students. Students were classified into high, average or low terciles on math ability. Within each ability group, students in the highest and lowest third of the efficacy distribution were selected for an extreme group comparison. High- and low-efficacy students were compared on their accuracy and persistence in solving word problems and on their attributions for performance.
As hypothesized, a significant correlation between ability and self-efficacy was found. However, a regression analysis revealed that only six percent of the variation in self-efficacy ratings could be accounted for by ability. Given that self-efficacy was not equivalent to ability, its unique contribution to performance was examined. High-efficacy students solved more word problems initially and chose to rework a higher proportion of problems missed than low-efficacy students. High-efficacy students also performed better than low-efficacy students on the second attempt. Differences in performance between the efficacy groups were more pronounced in the average-ability group than in the low- or high-ability groups.
Attributions for performance were assessed by three methods: forced choice between internal and external attributions, relative weighting of internal and external attributions, and free-response attributions. Low-efficacy students were more likely than high-efficacy students to attribute failure to a stable, uncontrollable source such as lack of ability. High-efficacy students typically attributed failure to an unstable, controllable source such as lack of effort. No differences were shown between the efficacy groups on internality versus externality. Regardless of the attribution procedure, attributions for success were not significantly related to performance.
In conclusion, self-efficacy accounted for variation in academic performance and outcome attributions across a range of ability. The relationship of efficacy to achievement suggests the need to structure educational interventions in ways that enhance students' perceived efficacy for success.
