biostudies-literatureUnknown12Siefer KMinisterium für Wissenschaft, Forschung und Kunst Baden-WürttembergSelf-efficacy is an important predictor of learning and achievement. By definition, self-efficacy requires a task-specific assessment, in which students are asked to evaluate whether they can solve concrete tasks. An underlying assumption in previous research into such assessments was that self-efficacy is a one-dimensional construct. However, empirical evidence for this assumption is lacking, and research on students' <i>performance</i> suggests that it depends on various task characteristics (e.g., the representational format). The present study explores the potential multi-dimensionality of self-efficacy in the topic of linear functions. More specifically, we investigate how three task characteristics - (1) the <i>representational</i> format, (2) embedding in a <i>real-life context</i>, or (3) the required <i>operation</i> - are related to students' self-efficacy. We asked 8th and 9th graders (<i>N</i> = 376) to evaluate their self-efficacy on specific linear function tasks which systematically varied along the three dimensions of task characteristics. Using confirmatory factor analysis, we found that a two-dimensional model which includes the task characteristic of real-life context (i.e., with vs. without a real-life context) fitted the data better than other two-dimensional models or a one-dimensional model. These results suggest that self-efficacy with linear functions is empirically separable with respect to tasks with vs. without a real-life context. This means that in their self-evaluation of linear function tasks students particularly rely on whether or not the linear function task is embedded in a real-life context. This study highlights the fact that even within a specific content domain students' self-efficacy can be considered a multi-dimensional construct.Frontiers in psychology596901https://www.ebi.ac.uk/biostudies/studies/S-EPMC7994344biostudies-literatureWhich Task Characteristics Do Students Rely on When They Evaluate Their Abilities to Solve Linear Function Tasks? - A Task-Specific Assessment of Self-Efficacy.PMC7994344Obersteiner ALeuders TSiefer KfalseWhich Task Characteristics Do Students Rely on When They Evaluate Their Abilities to Solve Linear Function Tasks? - A Task-Specific Assessment of Self-Efficacy.Self-efficacy is an important predictor of learning and achievement. By definition, self-efficacy requires a task-specific assessment, in which students are asked to evaluate whether they can solve concrete tasks. An underlying assumption in previous research into such assessments was that self-efficacy is a one-dimensional construct. However, empirical evidence for this assumption is lacking, and research on students' <i>performance</i> suggests that it depends on various task characteristics (e.g., the representational format). The present study explores the potential multi-dimensionality of self-efficacy in the topic of linear functions. More specifically, we investigate how three task characteristics - (1) the <i>representational</i> format, (2) embedding in a <i>real-life context</i>, or (3) the required <i>operation</i> - are related to students' self-efficacy. We asked 8th and 9th graders (<i>N</i> = 376) to evaluate their self-efficacy on specific linear function tasks which systematically varied along the three dimensions of task characteristics. Using confirmatory factor analysis, we found that a two-dimensional model which includes the task characteristic of real-life context (i.e., with vs. without a real-life context) fitted the data better than other two-dimensional models or a one-dimensional model. These results suggest that self-efficacy with linear functions is empirically separable with respect to tasks with vs. without a real-life context. This means that in their self-evaluation of linear function tasks students particularly rely on whether or not the linear function task is embedded in a real-life context. This study highlights the fact that even within a specific content domain students' self-efficacy can be considered a multi-dimensional construct.2021-01-01T00:00:00Z20212024-02-15T05:41:27.254Z2022-02-09T12:06:59.827ZS-EPMC79943443377683510.3389/fpsyg.2021.596901