RUME 25
2023
Omaha, Nebraska
Examining the Interplay between Self-Efficacy Beliefs, Emotions, Stress Mindset and Achievement in Different Assessments in University Mathematics
Page: 1076
There is currently little research that examines the interplay between various affective constructs, particularly within the context of mathematics assessment. This longitudinal study seeks to understand how student assessment-related affect changes across a university mathematics course and seeks to identify latent or explicit factors that play a role. We collected data on achievement emotions, self-efficacy, stress, and stress mindset across three time points, in addition to measures of academic performance, specifically on different forms of assessment. Without accounting for interactions, preliminary results considering the constructs individually demonstrate an increase in negative and decrease in positive affect. However, incorporating path analysis suggests that engagement on low-risk summative assessment has the potential to promote self-efficacy. As a consequence of this research, we hope to pinpoint suitable interventions that may have a positive influence on affect and achievement. The disentangling of these relationships will have practical implications for course design and assessment structure.