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Vol. 28 (2025): Publicación continua

Measuring instruments for mathematical self-efficacy in Primary Education: a systematic literature review

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

Abstract

The number of studies analyzing mathematical self-efficacy has increased in recent years, highlighting its correlation with academic performance and other constructs within the affective domain. Given the diversity of instruments used to assess this construct—an issue noted by several authors—and with the aim of understanding how and with which tools mathematical self-efficacy has been measured among primary education students, a systematic review of the scientific literature was conducted following the PRISMA 2020 protocol, with special attention to the instruments described for this purpose. The results reveal a wide variety of tools, many of which were not developed with sufficient attention to domain specificity, appropriateness for the target population, or item wording, which in some cases may reflect constructs related to but distinct from self-efficacy. It is concluded that the concerns raised in the literature remain unresolved, and the identification of valid and reliable instruments is proposed to support future research and improve educational practice.   

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