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Vol. 28 (2025): Publicación continua

Instrumentos para la medición de la autoeficacia matemática del alumnado de Educación Primaria: una revisión sistemática de la literatura

DOI :
https://doi.org/10.12802/relime.2025.28.e673
Soumis
juin 25, 2025
Publiée
2025-12-19

Résumé

Le nombre d’études portant sur l’auto-efficacité en mathématiques a augmenté ces dernières années, mettant en évidence sa corrélation avec la performance académique et d’autres construits du domaine affectif. Face à la diversité des instruments utilisés pour mesurer ce construit — une préoccupation soulevée par plusieurs auteurs — et dans le but de comprendre comment et avec quels outils l’auto-efficacité en mathématiques a été évaluée chez les élèves de l’enseignement primaire, une revue systématique de la littérature scientifique a été menée selon le protocole PRISMA 2020, en accordant une attention particulière aux outils décrits à cette fin. Les résultats révèlent une grande variété d’instruments, dont beaucoup n’ont pas été conçus en tenant compte de la spécificité du domaine, de l’adéquation à la population cible ou de la formulation des items, qui peuvent parfois porter sur des construits proches mais différents de l’auto-efficacité. Il est conclu que la problématique soulevée dans la littérature demeure non résolue, et l’identification d’instruments valides et fiables est proposée afin de soutenir les recherches futures et d’améliorer la pratique enseignante.

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