Seeing is believing: Task-exposure specificity and the development of mathematics self-efficacy evaluations.

Abstract

We examine the relevance of exposure specificity in the development of self-efficacy evaluations among 15-year-old students in OECD countries. We use data from the 2012 edition of the Programme for International Student Assessment to assess if students’ self-efficacy evaluations with respect to a set of mathematics tasks are associated with how frequently they encountered those same tasks or tasks requiring them to apply similar processes or procedures. We find evidence of task exposure specificity in the development of self-efficacy evaluations towards both applied and pure mathematics problems. The relationship between task exposure and self-efficacy evaluations is not moderated by students’ socio-economic status or anxiety towards mathematics. Exposure to easy items appears to be more strongly associated with the development of self-efficacy among high achieving students and exposure to pure mathematics problems is more strongly associated with the development of self-efficacy among girls.

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