Self-efficacy and literacy: a paired difference approach to estimation of over-/under-confidence in mathematics- and science-related tasks

References

• Allison, P. (2001). Missing data. (Sage university paper series on quantitative applications in the social sciences, series no. 07-136). Thousand Oaks, CA: Sage.
   Google Scholar
• Aronson, J., & Inzlicht, M. (2004). The ups and downs of attributional ambiguity: Stereotype vulnerability and the academic self-knowledge of African American college students. Psychological Science, 15, 829–836.10.1111/j.0956-7976.2004.00763.x
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.10.1037/0003-066X.44.9.1175
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1997). Self efficacy: The exercise of control. New York, NY: Freeman.
   Google Scholar
• Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329–345.10.1016/0001-8791(83)90046-5
   Web of Science ®Google Scholar
• Britner, S. L., & Pajares, F. (2001). Self efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7(4), 269–283.
   Google Scholar
• Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485–499.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Brown, G., & Micklewright, J. (2004). Using international surveys of achievement and literacy: A view from the outside. Montreal: UNESCO Institute for Statistics.
   Google Scholar
• Card, D., & Krueger, A. (1994). Minimum wages and employment: A case study of the fast-food industry in New Jersey and Pennsylvania. American Economic Review, 84, 772–793.
   Web of Science ®Google Scholar
• Chen, P. P. (2002). Exploring the accuracy and predictability of the self efficacy beliefs of seventh-grade mathematics students. Learning and Individual Differences, 14, 77–90.10.1016/j.lindif.2003.08.003
   Web of Science ®Google Scholar
• Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112, 155–159.10.1037/0033-2909.112.1.155
   PubMed Web of Science ®Google Scholar
• Correll, S. J. (2001). Gender and the career choice process: The role of biased self‐assessments. American Journal of Sociology, 106, 1691–1730.10.1086/ajs.2001.106.issue-6
   Web of Science ®Google Scholar
• Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102, 729–740.10.1037/a0018863
   Web of Science ®Google Scholar
• Gardner, R., & Neufeld, R. (1987). Use of the simple change score in correlational analyses. Educational and Psychological Measurement, 47, 849–864.10.1177/0013164487474001
   Web of Science ®Google Scholar
• Gollwitzer, M., Christ, O., & Lemmer, G. (2014). Individual differences make a difference: On the use and the psychometric properties of difference scores in social psychology. European Journal of Social Psychology, 44, 673–682.10.1002/ejsp.2042
   Web of Science ®Google Scholar
• Graham, S. (1994). Motivation in African Americans. Review of Educational Research, 64, 55–117.10.3102/00346543064001055
   Web of Science ®Google Scholar
• Hackett, G., & Lent, R. W. (1992). Theoretical advances and current inquiry in career psychology. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (2nd ed., pp. 419–451). New York, NY: Wiley.
   Google Scholar
• Harris, D., & Herrington, C. (2006). Accountability, standards, and the growing achievement gap: Lessons from the past half‐century. American Journal of Education, 112, 209–238.10.1086/aje.2006.112.issue-2
   Web of Science ®Google Scholar
• Hoffman, B., & Schraw, G. (2009). The influence of self efficacy and working memory capacity on problem-solving efficiency. Learning and Individual Differences, 19, 91–100.10.1016/j.lindif.2008.08.001
   Web of Science ®Google Scholar
• Jencks, C., & Phillips, M. (1998). The black-white test score gap. Washington, DC: The Brookings Institution.
   Google Scholar
• Kitsantas, A., Cheema, J., & Ware, H. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22, 310–339.10.1177/1932202X1102200206
   Google Scholar
• Kitsantas, A., Ware, H., & Cheema, J. (2010). Predicting mathematics achievement from mathematics efficacy: Does analytical method make a difference? The International Journal of Educational and Psychological Assessment, 5, 25–44.
   Google Scholar
• Kupermintz, H. (2002). Affective and conative factors as aptitude resources in high school science achievement. Educational Assessment, 8, 123–137.10.1207/S15326977EA0802_03
   Google Scholar
• Lichtenstein, S., Fischhoff, B., & Phillips, L. (1982). Calibration of probabilities: The state of the art to 1980. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgments under certainty: Heuristics and biases (pp. 306–334). Cambridge: Cambridge University Press.10.1017/CBO9780511809477
   Google Scholar
• Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Masters, G. (1982). A rasch model for partial credit scoring. Psychometrika, 47, 149–174.10.1007/BF02296272
   Web of Science ®Google Scholar
• McClave, J., Benson, P., & Sincich, T. (2005). Statistics for business and economics (9th ed.). Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Mislevy, R. (1991). Randomization-based inference about latent variables from complex samples. Psychometrika, 56, 177–196.10.1007/BF02294457
   Web of Science ®Google Scholar
• Mislevy, R., Beaton, A., Kaplan, B., & Sheehan, K. (1992). Estimating population characteristics form sparse matrix samples of item responses. Journal of Educational Measurement, 29, 133–161.10.1111/jedm.1992.29.issue-2
   Web of Science ®Google Scholar
• NCES. (2014a). Program for international student assessment [data file]. Retrieved from http://nces.ed.gov/surveys/pisa/
   Google Scholar
• NCES. (2014b). Technical report and user guide for the Program for International Student Assessment (PISA): 2012 data files and database with U.S.-specific variables. Washington, DC: U.S. Department of Education.
   Google Scholar
• OECD. (2006). OECD program for international student assessment student questionnaire. Paris: OECD Publishing.
   Google Scholar
• OECD. (2009). PISA 2006: Technical report. Paris: OECD Publishing.
   Google Scholar
• OECD. (2012). OECD program for international student assessment student questionnaire. Paris: OECD Publishing.
   Google Scholar
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578.10.3102/00346543066004543
   Web of Science ®Google Scholar
• Pajares, F. (1997). Current directions in self efficacy research. Advances in Motivation and Achievement, 10(149), 1–49.
   Google Scholar
• Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41, 116–125.10.1207/s15430421tip4102_8
   Web of Science ®Google Scholar
• Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406–422.10.1006/ceps.1999.1027
   PubMed Web of Science ®Google Scholar
• Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124–139.10.1006/ceps.1998.0991
   PubMed Web of Science ®Google Scholar
• Pajares, F., & Johnson, M. (1996). Self-efficacy beliefs and the writing performance of entering of high school students. Psychology in the Schools, 33, 163–175.
   Web of Science ®Google Scholar
• Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426–443.10.1006/ceps.1995.1029
   Web of Science ®Google Scholar
• Pajares, F., & Miller, M. D. (1995). Mathematics self efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42, 190–198.10.1037/0022-0167.42.2.190
   Web of Science ®Google Scholar
• Pajares, F., & Miller, M. D. (1997). Mathematics self-efficacy and mathematical problem solving: Implications of using different forms of assessment. Journal of Experimental Education, 65, 213–228.10.1080/00220973.1997.9943455
   Web of Science ®Google Scholar
• Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239–266). London: Ablex Publishing.
   Google Scholar
• Reardon, S., & Galindo, C. (2009). The hispanic-white achievement gap in math and reading in the elementary grades. American Educational Research Journal, 46, 853–891.10.3102/0002831209333184
   Web of Science ®Google Scholar
• Schunk, D. H. (1995). Self efficacy and education and instruction. In J. E. Maddux (Ed.), Self efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303). New York, NY: Plenum Press.10.1007/978-1-4419-6868-5
   Google Scholar
• Siegel, P. G., Galassi, J. P., & Ware, W. B. (1985). A comparison of two models for predicting mathematics performance: Social learning versus aptitude-anxiety. Journal of Counseling Psychology, 32, 531–538.10.1037/0022-0167.32.4.531
   Web of Science ®Google Scholar
• Stone, N. (2000). Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review, 12, 437–475.10.1023/A:1009084430926
   Web of Science ®Google Scholar
• Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125–141.10.1016/j.cedpsych.2005.03.002
   Web of Science ®Google Scholar
• von Davier, M., Gonzalez, E., & Mislevy, R. J. (2009). What are plausible values and why are they useful? In M. von Davier & D. Hastedt (Eds.), IERI monograph series: Issues and methodologies in large-scale assessments: Volume 2. (pp. 9–36). Princeton, NJ: IEA-ETS Research institute.
   Google Scholar
• Wu, M. (2005). The role of plausible values in large-scale surveys. Studies in Educational Evaluation, 31, 114–128.10.1016/j.stueduc.2005.05.005
   Google Scholar
• Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3–17.10.1207/s15326985ep2501_2
   Web of Science ®Google Scholar