Psychology RootsMathematics Self-Efficacy Scale
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About Mathematics Self-Efficacy Scale
Scale Name
Mathematics Self-Efficacy Scale
Author Details
Organisation for Economic Co-operation and Development (OECD), 2005
Translation Availability
English
Background/Description
The Mathematics Self-Efficacy Scale, as part of the OECD’s Programme for International Student Assessment (PISA) 2003, measures students’ confidence in their ability to perform specific mathematical tasks. Rooted in Bandura’s (1997) self-efficacy theory, it assesses task-specific confidence rather than general mathematical ability or self-concept, distinguishing it from measures like the Mathematics Self-Concept Scale used in PISA or other tools like Betz and Hackett’s Mathematics Self-Efficacy Scale (MSES). The PISA 2003 cycle, with mathematics as its major domain, included self-efficacy items to explore how students’ beliefs about their capabilities relate to mathematical performance and engagement.
The PISA 2003 mathematics self-efficacy measure consists of 8 items within the student questionnaire, asking respondents, “How confident do you feel about having to do the following mathematics tasks?” Examples include solving linear equations, calculating percentages, or understanding graphs in newspapers. Items are rated on a 4-point Likert-type scale (1 = “Not at all confident” to 4 = “Very confident”). Scores are typically standardized (mean = 0, SD = 1) across OECD countries for comparative analysis, with higher scores indicating greater confidence. The scale was administered to approximately 250,000 15-year-old students across 41 countries, providing robust cross-national data. It predicts mathematics performance, engagement, and career aspirations in STEM fields, with findings showing significant positive correlations with achievement (OECD, 2004).
Educators, policymakers, and researchers use the PISA self-efficacy items to understand students’ confidence in mathematics, identify gaps in educational outcomes, and inform interventions to boost engagement and performance. Its global scope and task-specific focus are strengths, but its brevity and reliance on self-report limit depth, and cultural differences may affect response patterns.
Administration, Scoring and Interpretation
- Access the scale via PISA 2003 technical reports or OECD archives, ensuring compliance with OECD usage guidelines.
- Explain to respondents that the items assess confidence in performing specific mathematical tasks, emphasizing anonymity and honest responses.
- Instruct respondents to rate their confidence on the 4-point Likert scale for tasks like solving equations or interpreting data, based on their perceived ability.
- Completion takes approximately 2-3 minutes, as part of the broader PISA student questionnaire (30-40 minutes total).
- Administer in educational settings, typically via paper or computer-based formats (PISA 2003 used paper), ensuring a quiet, private environment. Digital adaptations are used in later PISA cycles.
Reliability and Validity
The PISA 2003 mathematics self-efficacy items demonstrate robust psychometric properties (OECD, 2004). Internal consistency is high, with Cronbach’s alpha typically around 0.85-0.90 across countries. Test-retest reliability is not reported, as PISA is a cross-sectional assessment. Convergent validity is supported by significant positive correlations with mathematics performance (r ≈ 0.30-0.50) and related constructs like mathematics interest and motivation (OECD, 2004). Discriminant validity is evidenced by weaker correlations with unrelated domains (e.g., reading self-efficacy, r < 0.20). Predictive validity is shown through associations with higher mathematics achievement and STEM career aspirations. Confirmatory factor analysis supports a unidimensional structure for the 8 items, though cross-country variations exist due to cultural and educational differences. Pairing with PISA’s mathematics self-concept items or external scales like the MSES can provide a fuller picture of students’ affective profiles.
Available Versions
08-Items
Reference
Programme for International Student Assessment. (2004). PISA Problem Solving for Tomorrow’s World: First Measures of Cross-Curricular Competencies from PISA 2003. OECD.
Important Link
Scale File:
Frequently Asked Questions
What does the PISA 2003 Mathematics Self-Efficacy Scale measure?
It measures students’ confidence in performing specific mathematical tasks, like solving equations or interpreting data.
Who can use the scale?
Researchers, educators, and policymakers analyzing student performance and motivation in mathematics.
How long does it take to complete?
About 2-3 minutes, within the PISA student questionnaire.
Is the scale specific to certain groups?
It targets 15-year-old students globally, with cross-cultural adaptations.
Can the scale inform interventions?
Yes, it identifies confidence gaps to design targeted educational interventions.
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