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Assessment in Education: Principles, Policy & Practice Volume 29, 2022 - Issue 3
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Articles

Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty

Karin E. S. Streeta Faculty of Education, Arts & Sports, Western Norway University of Applied Sciences, Sogndal, NorwayCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4172-6353View further author information
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Gabriel J. Stylianidesb Department of Education, University of Oxford, Oxford, UKORCID Iconhttps://orcid.org/0000-0003-1770-8753View further author information
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Lars-Erik Malmbergb Department of Education, University of Oxford, Oxford, UKORCID Iconhttps://orcid.org/0000-0002-5309-7403View further author information
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Pages 288-309 | Received 29 Apr 2020, Accepted 23 Jun 2022, Published online: 02 Jul 2022

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Therese N. Hopfenbeck. (2022) Assessing the role of students’ emotions on achievement. Assessment in Education: Principles, Policy & Practice 29:3, pages 285-287.
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Articles from other publishers (1)

Maria Herset, Mohamed El Ghami & Annette Hessen Bjerke. (2023) The effect of level-marked mathematics tasks on students’ self-efficacy: An experimental study. Frontiers in Psychology 14.
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