| Title: |
Formative Instructional Practices, Self-Efficacy, and Math Achievement in 4th Grade. Research Brief |
| Language: |
English |
| Authors: |
Julia Pacicco; Josh Rew; Heidi Schutz; Steve Slater; Oregon Department of Education, Office of Research, Assessment, Data, Accountability, and Reporting (RADAR) |
| Source: |
Oregon Department of Education. 2025. |
| Availability: |
Oregon Department of Education. 255 Capitol Street NE, Salem, OR 97310-0203. Tel: 503-947-5600; Fax: 503-378-5156; Web site: https://www.oregon.gov/ode/reports-and-data/Pages/default.aspx |
| Peer Reviewed: |
N |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education; Grade 4; Intermediate Grades |
| Descriptors: |
Grade 4; Elementary School Students; Self Efficacy; Elementary School Mathematics; Mathematics Achievement; Summative Evaluation; Educational Practices; Feedback (Response); Discussion (Teaching Technique); Mathematics Instruction |
| Geographic Terms: |
Oregon |
| Abstract: |
This study of 4th-grade students in Oregon found that higher self-efficacy is associated with higher mathematics summative test scores, consistent with prior research linking self-efficacy to math achievement. Two formative instructional practices--opportunities for math feedback and help, and opportunities for math discussion--positively influence self-efficacy, with opportunity for math discussion exerting an impact approximately seven times greater than opportunities for feedback and help. Furthermore, opportunities for math discussion indirectly support math achievement through its influence on self-efficacy, suggesting that increasing classroom opportunities for math discussions can boost both student confidence and performance in mathematics. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED676930 |
| Database: |
ERIC |