2021 Research in Undergraduate Mathematics Education Reports
2021
N/A
Predicting mathematics exam-related self-efficacy as a function of prior achievement, gender, stress mindset, and achievement emotions
Page: 255
Addressing student affect around assessment is vital, given it is tightly interwoven with cognition. This study seeks to describe the relations between exam-specific affect and stress mindset in a university mathematics course. Participants (N = 356) completed a survey assessing their exam-related self-efficacy, achievement emotions, and stress mindset. The study demonstrated significant correlations between a stress-is-enhancing mindset with positive affect and a stress-is-debilitating mindset with negative affect. When controlling for prior achievement and gender, stress mindset was significant, and student exam-related emotions were dominant in explaining exam-related self-efficacy. The results are discussed with opportunities to adapt learners’ stress mindset and the development of exam-related self-efficacy.