Erik Bergqvist har forskat om elever självförtroende i matematik och hur det påverkar deras beteende i klassrummet, engagemang och motivation.
Abstract: Mathematics self-beliefs influence students’ self-image, classroom behavior, engagement, and motivation. However, current research faces challenges due to overlapping constructs, which can lead to high correlations and ambiguous findings. For instance, while mathematics self-efficacy is often defined broadly in educational research, task-specific mathematics self-efficacy refers specifically to confidence in completing particular tasks. To enhance the credibility of predictions regarding mathematics achievement, it is crucial to distinguish between different types of general mathematics self-beliefs. This thesis aims to provide new insights into these beliefs by refining methodologies for their measurement.