Longitudinal relations between mathematics self-efficacy, test anxiety, and performance in co- and solo-taught classrooms

Abstract

Math self-efficacy and test anxiety represent key aspects of motivation that play a crucial role in student learning, yet they are often studied separately. This study investigated (i) the relationships between math self-efficacy, test anxiety, and performance, and (ii) whether these were predicted by the teaching condition (co-teaching vs. solo-teaching). Participants were 146 Finnish sixth-grade students, with 70 in co-taught and 76 solo-taught in mathematics. Measures of self-efficacy, test anxiety, and math performance were collected at the beginning and end of the school year. Cross-lagged panel modeling revealed that prior performance predicted initial anxiety and both initial and later self-efficacy, which in turn predicted later performance. However, no reciprocal effects between test anxiety and self-efficacy were found, and teaching condition was independent of both aspects and performance. These results highlight the importance of fostering self-efficacy to improve performance and suggest co-teaching alone may not significantly impact motivational dynamics in mathematics.