Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 28 (2025): Publicación continua

Instrumentos para la medición de la autoeficacia matemática en Educación Primaria: una revisión sistemática

DOI:
https://doi.org/10.12802/relime.2025.28.e673
Publicado
2025-12-19

Resumo

O número de estudos que analisam a autoeficácia matemática tem aumentado nos últimos anos, destacando-se sua correlação com o desempenho acadêmico e outros constructos do domínio afetivo. Diante da diversidade de instrumentos utilizados para avaliar esse constructo — questão apontada por diversos autores — e com o objetivo de compreender como e com quais ferramentas a autoeficácia matemática tem sido medida entre alunos do Ensino Fundamental, foi realizada uma revisão sistemática da literatura científica, seguindo o protocolo PRISMA 2020, com especial atenção aos instrumentos descritos para esse fim. Os resultados revelam uma ampla variedade de ferramentas, muitas das quais não foram elaboradas considerando adequadamente a especificidade do domínio, a adequação ao público-alvo ou a formulação dos itens, que por vezes abordam constructos relacionados, mas distintos da autoeficácia. Conclui-se que a problemática apontada na literatura permanece sem solução, sendo recomendada a identificação de instrumentos válidos e confiáveis para apoiar futuras pesquisas e melhorar a prática docente.

Referências

  1. Attard, C., Ingram, N., Forgasz, H., Leder, G. y Grootenboer, P. (2016). Mathematics education and the affective domain. En K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison y K. Fry (Eds), Research in Mathematics Education in Australasia 2012-2015 (pp. 73-96). Springer. https://doi.org/10.1007/978-981-10-1419-2_5
  2. Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Prentice-Hall.
  3. Bandura, A. (1997). Self-efficacy: the exercise of control. W. H. Freeman.
  4. Bandura, A. (2006). Guide for constructing self-efficacy scales. En F. Pajares y T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Information Age Publishing.
  5. Blanco Nieto, L. J. (2022). Reflexiones curriculares desde la historia de la educación matemática, en la segunda mitad del siglo XX. En L. J. Blanco Nieto, N. Climent Rodríguez, M. T. González Astudillo, A. Moreno Verdejo, G. Sánchez-Matamoros García, C. de Castro Hernández y C. Jiménez Gestal (Eds.), Aportaciones al desarrollo del currículo desde la investigación en educación matemática (pp. 17-36). Universidad de Granada.
  6. Bong, M. y Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review, 15, 1–40. https://doi-org.ehu.idm.oclc.org/10.1023/A:1021302408382
  7. Bong, M., Cho, C., Ahn, H. S. y Kim, H. J. (2012). Comparison of self-beliefs for predicting student motivation and achievement. The Journal of Educational Research, 105(5), 336–352. https://doi.org/10.1080/00220671.2011.627401
  8. Bonne, L. y Johnston, M. (2016). Students’ beliefs about themselves as mathematics learners. Thinking Skills and Creativity, 20, 17–28. https://doi.org/10.1016/j.tsc.2016.02.001
  9. Chang, Y. L. (2015). Examining Relationships among Elementary Mathematics Teachers’ Efficacy and Their Students’ Mathematics Self-efficacy and Achievement. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 13071320. https://doi.org/10.12973/eurasia.2015.1387a
  10. Dangur-Levy, S., Andersen, R. y Holm, A. (2023). Sources of mathematics self-efficacy: the interactive role of parental education and perceptions of teachers. Canadian Review of Sociology/Revue Canadienne de Sociologie, 60(4), 668–685. https://doi.org/10.1111/cars.12454
  11. European Education and Culture Executive Agency (September, 2025). European education structures. European Commission. https://eurydice.eacea.ec.europa.eu/data-and-visuals/european-education-structures
  12. Fennema, E. y Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. https://doi.org/10.2307/748467
  13. Gale, J., Alemdar, M., Cappelli, C. y Morris, D. (2021). A mixed methods study of self-efficacy, the sources of self-efficacy, and teaching experience. Frontiers in Education, 6, 750599. https://doi.org/10.3389/feduc.2021.750599
  14. Galleguillos-Herrera, P. y Olmedo-Moreno, E. (2019). Academic self-efficacy and motivation: a measurement for the achievement of school objectives. European Journal of Investigation in Health, Psychology and Education, 9(3), 119-135. https://doi.org/10.30552/ejihpe.v9i3.329
  15. González Franco, V., González Lomelí, D. y Maytorena Noriega, M. de los Ángeles. (2022). Efecto de las fuentes de autoeficacia en matemáticas sobre la autovaloración en matemáticas. Psicumex, 12(1), 1–24. https://doi.org/10.36793/psicumex.v12i1.484
  16. Hanin, V. y Van Nieuwenhoven, C. (2020). An Exploration of the Cognitive, Motivational, Emotional and Regulatory Behaviours of Elementary-School Novice and Expert Problem Solvers. Canadian Journal of Science, Mathematics and Technology Education 20, 312–341. https://doi.org/10.1007/s42330-020-00092-9
  17. Jameson, M. M. (2022). Contextual Factors Related to Math anxiety in second grade children. Frontiers in Education, https://doi.org/10.1080/00220973.2013.813367
  18. Jenifer, J. B., Jaxon, J., Levine, S. C. y Cimpian, A. (2024). “You need to be super smart to do well in math!” Young children's field‐specific ability beliefs. Developmental science, 27(1), e13429. https://doi.org/10.1111/desc.13429
  19. Kaiser, G., y Schukajlow, S. (2024). Literature reviews in mathematics education and their significance to the field. ZDM – Mathematics Education, 56(1), 1–3. https://doi.org/10.1007/s11858-023-01541-z
  20. Koponen, T., Salminen, J., Räsänen, P. y Hautamäki, J. (2021). Benefits of Integrating an Explicit Self-Efficacy Intervention with Calculation Strategy Training for LowPerforming Elementary Students. Frontiers in Psychology, 12, 714379. https://doi.org/10.3389/fpsyg.2021.714379
  21. Koponen, T., Aro, T., Leskinen, M., Peura, P., Viholainen, H. y Aro. M. (2023). Cognitive Skills, Math-Related Emotions, and Beliefs Explaining Response to Arithmetic Fluency Intervention. Learning Disability Quarterly, 92(3), 411-430. https://doi.org/10.1080/00220973.2023.2219219
  22. Langlois, S., Béchard, N., Poliquin, G., Cyr, S. y Potvin, P. (2024). Integrating Science and Mathematics in Elementary School: Impact on Selected Student Perceptual Variables. International Journal of Science and Mathematics Education, 22, 837860. https://doi.org/10.1007/s10763-023-10390-x
  23. Larsen, N. E. y Jang, E. E. (2021). Instructional practices, students’ self-efficacy and math achievement- a multi-level factor score path analysis. Canadian Journal of Science, Mathematics and Technology Education, 21, 803–823. https://doi.org/10.1007/s42330-021-00181-3
  24. Linder, S. M., Smart, J. B. y Cribbs, J. (2015). A Multi-Method Investigation of Mathematics Motivation for Elementary Age Students. School Science and Mathematics, 115(8), 392-403. https://doi.org/10.1111/ssm.12146
  25. Liu, H., Liu, Q., Du, X., Liu, J., Hoi, C. K. W. y Schumacker, R. E. (2023). Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis. Current Psychology, 42, 3268–3283 https://doi.org/10.1007/s12144-021-01598-7
  26. Ley Orgánica de Modificación de la Ley Orgánica de Educación. (2022). Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria. Boletín Oficial del Estado, 52. https://www.boe.es/eli/es/rd/2022/03/01/157/con
  27. McMahon, S. D., Wernsman, J. y Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth- and fifth-grade students. The Elementary School Journal, 109(3), 267–281. https://doi.org/10.1086/592307
  28. McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. En D.A. Grows (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-579). Macmillan Publishing Company.
  29. Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., Freeman, K., Gheen, M., Kaplan, A., Kumar, R., Middleton, M., Nelson, J., Roeser, R. y Urdan, T. (2000). The Patterns of Adaptive Learning Scales (PALS) 2000. University of Michigan.
  30. Niemi, H. y Miu, S. J. (2021). Digital storytelling: Enhancing Chinese primary school students' self-efficacy in mathematics learning. Journal of Pacific Rim Psychology, 15, 1162392. https://doi.org/10.1177/18344909219914
  31. Organization for Economic Co-operation and Development. (2025). Education at a Glance 2025: OECD Indicators. OECD Publishing. https://doi.org/10.1787/1c0d9c79-en
  32. Ortega-Rodríguez, P. J. (2023). Factores personales del alumnado que predicen el rendimiento en matemáticas en Educación Primaria en Estados Unidos. Profesorado, Revista de Currículum y Formación del Profesorado, 27(3), 175–196. https://doi.org/10.30827/profesorado.v27i3.27869
  33. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., ... y Moher, D. (2022). A declaração PRISMA 2020: diretriz atualizada para relatar revisões sistemáticas. Revista Panamericana de Salud Pública/Pan American Journal of Public Health, 46, e112. https://doi.org/10.26633/RPSP.2022.112
  34. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/10.3102/00346543066004543
  35. Pajares, F. y Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. En R. J. Riding y S. G. Rayner (Eds.), Self-perception : International perspectives on individual differences (Vol.2, pp. 239-265). Ablex.
  36. Palomares-Ruiz, A. y García-Perales, R. (2020). Math performance and sex: the predictive capacity of self-efficacy, interest and motivation for learning mathematics. Frontiers in Psychology, 11, 1879. https://doi.org/10.3389/fpsyg.2020.01879
  37. Pantziara, M. (2016). Student self-efficacy beliefs. En G. A. Goldin, M. S. Hannula, E. Heyd-Metzuyanim, A. Jansen, R. Kaasila, S. Lutovac, P. Di Martino, F. Morselli, J. A. Middleton, M. Pantziara y Q. Zhang (Eds.), Attitudes, beliefs, motivation and identity in mathematics education. An overview of the field and future directions (pp. 7–11). Springer. https://link.springer.com/content/pdf/10.1007/978-3-319-32811-9.pdf
  38. Pintrich, P. R., Smith, D. A. F., Garcia, T. y Mckeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (Mslq). Educational and Psychological Measurement, 53(3), 801-813. https://doi.org/10.1177/0013164493053003024
  39. Programme for International Student Assessment. (2022). Informe español. Instituto Nacional de Evaluación Educativa. https://www.libreria.educacion.gob.es/libro/pisa-2022-programa-para-la-evaluacion-internacional-de-los-estudiantes-informe-espanol_183950/
  40. Ramdass, D. y Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Prufrock Press Journal, 20(1), 18-41. https://doi.org/10.4219/jaa-2008-869
  41. Ríčan, J., Chytrý, V. y Medová, J. (2022). Aspects of self-regulated learning and their influence on the mathematics achievement of fifth graders in the context of four different proclaimed curricula. Frontiers in Psychology, 13, 963151. https://doi.org/10.3389/fpsyg.2022.963151
  42. Richland, L. E., Naslund-Hadley, E., Alonzo, H., Lyons, E. y Vollman, E. (2020). Teacher and Students’ Mathematics Anxiety and Achievement in a Low-Income National Context. Mind, Brain, and Education, 14(4), 400-414. https://doi.org/10.1111/mbe.12253
  43. Robson, D. A., Johnstone, S. J., Putwain, D. W. y Howard, S. (2023). Test anxiety in primary school children: a 20-year systematic review and meta-analysis. Journal of School Psychology, 98, 39–60. https://doi.org/10.1016/j.jsp.2023.02.003
  44. Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I. y Valle, A. (2020). Gender differences in mathematics motivation: differential effects on performance in primary education. Frontiers in Psychology, 10, 3050. https://doi.org/10.3389/fpsyg.2019.03050
  45. Rosário, P., Mourão, R., Baldaque, M., Nunes, T., Nuñez, J. C., Gonzalez-Pienda, J. A., Cerezo, R. y Valle, A. (2009). Tareas para casa, autorregulación del aprendizaje y rendimiento en matemáticas. Revista de Psicodidáctica, 14(2), 179-192.
  46. Sánchez-Serrano, S., Pedraza-Navarro, I. y Donoso-González, M. (2022). ¿Cómo hacer una revisión sistemática siguiendo el protocolo PRISMA? Usos y estrategias fundamentales para su aplicación en el ámbito educativo a través de un caso práctico. Bordón. Revista de Pedagogía, 74(3), 51–66. https://doi.org/10.13042/Bordon.2022.95090
  47. Schukajlow, S., Rakoczy, K. y Pekrun, R. (2017). Emotions and motivation in mathematics education. Theoretical considerations and empirical contributions. ZDM Mathematics Education 49, 307-322. https://doi.org/10.1007/s11858-017-0864-6
  48. Schukajlow, S., Rakoczy, K. y Pekrun, R. (2023). Emotions and motivation in mathematics education: where we are today and where we need to go. ZDM Mathematics Education, 55, 249–267. https://doi.org/10.1007/s11858-022-01463-2
  49. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207–231. https://doi.org/10.1080/00461520.1991.9653133
  50. Schwarzer, R. y Jerusalem, M. (1995). General Self-Efficacy Scale (GSE) [Database record]. APA PsycTests. https://doi.org/10.1037/t00393-000
  51. Street, K.E.S., Malmberg, LE. y Schukajlow, S. (2024). Students’ mathematics self-efficacy: a scoping review. ZDM Mathematics Education, 56, 265-280. https://doi.org/10.1007/s11858-024-01548-0
  52. Tärning, B., Silvervarg, A., Gulz, A. y Haake, M. (2019). Instructing a teachable agent with low or high self-efficacy – Does similarity attract? International Journal of Artificial Intelligence in Education, 29, 89–121. https://doi.org/10.1007/s40593-0180167-2
  53. Toland, M. D. y Usher, E. L. (2016). Assessing mathematics self-efficacy: How many categories do we really need? The Journal of Early Adolescence, 36(7), 932–960. https://doi.org/10.1177/0272431615588952
  54. Trends in International Mathematics and Science Study. (2023). Informe español. Instituto Nacional de Evaluación Educativa. https://www.educacionfpydeportes.gob.es/inee/evaluaciones-internacionales/timss/timss-2023.html
  55. Usher, E. L. y Pajares, F. (2008). Sources of self-efficacy in school: critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. https://doi.org/10.3102/0034654308321456
  56. Usher, E. L. y Pajares, F. (2009). Sources of self-efficacy in mathematics: a validation study. Contemporary Educational Psychology, 34(1), 89–101. https://doi.org/10.1016/j.cedpsych.2008.09.002
  57. Usher, E. L., Li, C. R., Butz, A. R. y Rojas, J. P. (2019). Perseverant grit and selfefficacy—Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877–902. http://dx.doi.org/10.1037/edu0000324
  58. Wang, C., Xu, Q. y Fei, W-q. (2024). The effect of student-perceived teacher support on math anxiety: chain mediation of teacher–student relationship and math self-efficacy. Frontiers in Psychology, 15, 1333012. https://doi.org/10.3389/fpsyg.2024.1333012
  59. Williams, K., Swift, J., Williams, H. y Van Daal, V. (2017). Raising children’s self-efficacy through parental involvement in homework. Educational Research, 59(3), 316–334. https://doi.org/10.1080/00131881.2017.1344558
  60. Xu, Z. y Jang, E. E. (2017). The role of math self-efficacy in the structural model of extracurricular technology-related activities and junior elementary school students' mathematics ability. Computers in Human Behavior, 68, 547–555. https://doi.org/10.1016/j.chb.2016.11.063
  61. Zakariya, Y. F. (2022). Improving students' mathematics self-efficacy: a systematic review of intervention studies. Frontiers in Psychology, 13, 986622. https://doi.org/10.3389/fpsyg.2022.986622
  62. Zhang, L., Lei, Y., Pelton, T., Pelton, L. F. y Shang, J. (2024). An exploration of gendered differences in cognitive, motivational and emotional aspects of game-based math learning. Journal of Computer Assisted Learning, 40(6) 2633-2649. https://doi.org/10.1111/jcal.12956
  63. Zhou, D., Du, X., Hau, K.-T., Luo, H., Feng, P. y Liu, J. (2019). Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety. Educational Psychology, 40(4), 473-489. https://doi.org/10.1080/01443410.2019.1696947
  64. Zhu, H., Zhang, J., Li, H., Huang, B., Feng, H., Liu, C. y Si, J. (2024). Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student- Variable-oriented and person-oriented analyses. Learning and Individual Differences, 112, 102445. https://doi.org/10.1016/j.lindif.2024.102445
  65. Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I. y Passolunghi, M. C. (2023). Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance. Social Psychology of Education, 26, 579–601. https://doi.org/10.1007/s11218-023-09760-8

Downloads

Os dados de download ainda não estão disponíveis.

Artigos Similares

31-40 de 382

Também poderá iniciar uma pesquisa avançada de similaridade para este artigo.